ALESBURG 
PUBLIC  SCHOOLS 


illR  fflSTORY  ATO  WORK 


/L*-# 


Founder  of  the   Galesburg  Public    Schools. 


GALESBURG 

PUBLIC  SCHOOLS 

Their  History  and  Work 


1861-1911 


BY 

WILLIAM  LUCAS  STEELE 

// 

A.  M.  (Monmouth),  PH.  D.  (Knox) 


GALESBURG,  ILLINOIS: 

PUBLISHED  BY  BOARD  OF  EDUCATION 

1911 


LAZ6J 


THE    CADMUS   PRESS 


PREFACE. 

In  the  autumn  of  1909,  Mr.  Fred  R.  Jelliff,  Chairman  of 
the  Program  Committee  of  the  Knox  County  Historical  So- 
ciety, asked  the  writer  to  prepare  and  read  a  paper  on  the 
History  of  the  Public  Schools  of  Galesburg  before  the  Society 
sometime  during  the  following  winter.  In  gathering  the  ma- 
terial for  this  purpose  it  was  found  that  there  was  enough  to 
make  a  paper  sufficiently  long  to  be  read  at  one  meeting  with- 
out taking  up  the  history  of  the  schools  under  their  present 
organization ;  so  the  paper  read  at  that  time  was  on  the  "His- 
tory of  the  Public  Schools  from,  1840  to  1861."  The  Society, 
in  passing  its  customary  vote  of  thanks,  included  in  it  a  re- 
quest that  the  writer  continue  the  history  down  to  the  present 
time.  This  request  was  seconded  by  the  Board  of  Education 
at  its  meeting  the  following  month,  on  motion  of  Director  Mrs. 
G.  W.  Thompson.  Accordingly  for  two  years  the  writer  spent 
most  of  his  vacations  and  evenings  in  preparing  this  work, 
and  he  has  made  no  statement  of  facts  without  having  the 
best  evidence — which  was  the  original  when  obtainable — be- 
fore him ;  there  may  of  course  be  some  clerical  errors. 

The  regular  meeting  of  the  Board  of  Education  in  June, 
1911,  was  the  fiftieth  anniversary  of  its  organization.  At  the 
next  meeting,  held  three  days  later,  Mr.  L.  T.  Stone,  who  was 
beginning  his  thirty-fourth  year  as  a  member  of  the  Board, 
realizing  the  help  that  a  knowledge  of  those  years  gave  him 
in  meeting  the  issues  of  to-day  and  believing  that  a  complete 
history  of  the  schools  would  be  of  great  service  to  the  mem- 

(iii) 

M10S038 


iy  GALESBURG   PUBLIC   SCHOOLS 

bers  of  the  Board  in  the  future,  moved  the  adoption  of  the 
following:  "Resolved,  That  the  Board  of  Education  re- 
quest Mr.  W.  L.  Steele,  Superintendent  of  Schools,  to  pre- 
pare for  publication  a  History  of  the  Public  Schools  for  the 
past  fifty  years,  with  a  statement  of  the  work  being  done  to-day, 
for  present  and  future  reference."  The  motion  prevailed  by  a 
unanimous  vote.  It  was  his  opinion  that,  as  the  Board  had 
not  published  a  report  for  four  years,  it  would  be  justified  in 
expending  the  amount  necessary  to  print  such  a  work  as  its 
Semi-Centennial  Report  of  the  Schools. 

Thus  this  work  has  been  prepared  in  response  to  a  local 
demand,  and  the  constant  endeavor  has  been  not  only  to  pre- 
serve the  worth-while  facts  of  the  past  half -century  but  to 
present  them'  in  such  a  way  that  they  may  be  readily  servicea- 
ble to  the  coming  generations.  That  part  which  contains  "The 
Work  of  the  Schools"  has  been  prepared  in  the  same  manner 
regardless  of  the  merits  or  demerits  of  the  work,  though  the 
writer  is  conscious  that  it  has  many  of  the  latter.  However, 
if  the  schools  are  to  be  intelligently  and  progressively  con- 
ducted in  the  future,  a  knowledge  of  their  condition  present 
and  past  is  necessary.  It  is  hoped,  therefore,  that  this  record 
of  the  Galesburg  Public  Schools  may  find  among  the  citizens 
many  readers,  as  the  best  interests  of  the  schools  are  safe  only 
in  the  keeping  of  those  who  have  an  intelligent  knowledge  of 
their  mission  and  their  work. 

W.  L.  STEELE, 
November,  1911.  Superintendent  of  Schools. 


INCREASE  IN  POPULATION,  ENROLLMENT 

INTHE   GRADE5,AND  IN  THE  HIGH   5CHDDL 

BY   DECADES. 

••   PDPULATIDN  GRADES      ••     HIGH  SGHDQL 


POPULATION 

GRADES 
HIGH  SCHOOL 


Chart    showing    Increase    in    Population    and    School    Enrollment, 
by    Decades. 


CONTENTS 


CHAPTER  I. 
FIRST  YEAR  UNDER  THE  CHARTER,  1861-62. 

1.  ORGANIZATION  OF  THE  BOARD 1 

Committees;   Officers;   Re-election  of   Board  members;   Course 

of  study  and  attendance,  3. 

2.  TERMS  OF  AGREEMENT  WITH  THE  TEACHERS 4 

Second   Board   meeting;   Private  schools   and  teachers,  A — Tui- 
tion schools  and  tuition,  5. 

3.  EQUIPMENT  6 

Buildings ;  Janitor  service,  6. 

4.  THE  SCHOOL  YEAR,  ARRANGEMENT  OF  TERMS  AND  SESSIONS 6 

Length  of  school  year,  6 — The  noon  recess,  7. 


5.  THE  TEACHING  FORCE. 


CHAPTER  II. 
PERIOD  OF  COLLEGE  CONTROL:   1862-1874. 

1.  COLLEGE  INFLUENCE 8 

2.  SCHOOL  BUILDINGS  AND  DEVELOPMENT  OF  SCHOOL  PROPERTY 9 

The  first  schoolhouse;  Churchill  School;  Purchase  of  site,  10 — 

Voted  to  build;  Plans  adopted,  11— Bonds  for  $40,000  voted;  Build- 
ing begun,  12 — More  bonds  voted ;  Building  completed ;  Description 
of  the  building,  13 — Cost  of  building,  14 — Half-day  sessions ;  Pres- 
ent High  School  site  purchased,  15 — Crisis  of  1867,  16 — Improve- 
ments made  in  1867;  Fourth  Ward  school  building,  17 — Board's 
relation  to  City  Council,  18 — Suit  against  City  Council,  19 — Tax  levy 
of  1872;  Fifth  Ward  school  building,  20— -A  strange  mistake,  21— 
Third  Ward  site  purchased;  Janitors;  Tree  planting,  22 —  Sum- 
mary of  improvements,  23. 

3.  THE  BOARD  AND  ITS  RESPONSIBILITIES ' 23 

All   matters   referred   to  the   Board;    Dissatisfied   parents,   23 — 

Resolution  on  discipline,  24 — Pupils  sometimes  expelled ;  Teachers 
come  to  the  Board,  25 — Noon  recess ;  Examinations,  26 — Absence 
of  method,  27. 

(v) 


vi  GALESBURG   PUBLIC   SCHOOLS 

4.  POSITION  OF  THE  SUPERINTENDENT;  REGULATIONS  FOR  TEACHERS 

AND  PUPILS 28 

Powers  of  the  Superintendent,  28— Salary  of  Superintendent; 
Teachers,  their  duties,  etc.,  29 — Salaries  of  Teachers,  30 — School 
shortened,  32 — Payment  of  salaries;  Knox  County  Institute,  33 — 
Educational  journals;  Rules  for  pupils,  34. 

5.  COURSE  OF  STUDY 35 

Reading;  Arithmetic,  35 — Geography;  Grammar;   Spelling,  36 — 

Miscellaneous  branches;  Oral  instruction;  Ten  grades  below  the 
High  School, -37. 

6.  THE  HIGH  SCHOOL  AND  THE  COLLEGES 38 

High  School;  Effect  of  High  School  on  college  attendance,  38 — 

Location  of  the  High  School;  Principals  of  High  School;  High 
School  not  popular,  39 — Graduating  exercises;  Course  of  study; 
Literary  society,  40— The  third  year,  41. 

7.  THE  QUESTION  OF  COLOR 41 

First  colored  school,  41 — Colored  teachers  for  colored  schools; 

Simmons  street  and  East  Main  street  colored  schools,  42 — Civil 
suit  threatened;  Huntington's  resolution,  43 — The  Willoughby  res- 
olution, 44 — The  colored  schoolhouses  burned,  46. 

8.  SPECIAL  SCHOOLS  46 

German  school,  46 — Ungraded  school,  47 — Night  school,  48. 

9.  SPECIAL  BRANCHES 50 

Penmanship,  50 — Music,  51 — Mrs.  Cooke  employed  by  the  Board, 

52 — Supplementary  reading;  Churchill  resolution  on  supplementary 
reading,  53 — Gymnastics;  Drawing,  bookkeeping,  etc.,  54. 

10.  PRINCIPALS 54 

Men  for  principals,  54. 

11.  LIBRARY   55 

12.  LIMITATIONS  56 

School  age  changed  to  six  years;  Tax  limit;  Salary  paid  clerk 

and  treasurer,  56 — One  session  a  day ;  Superintendent's  report ; 
Number  of  teachers,  57 — Changes  in  the  members  of  the  Board 
of  Education,  58. 

13.  RESIGNATION  OF  SUPERINTENDENT  ROBERTS 58 

Letter  of  resignation,  59. 

14.  SUMMARY 60 

Tax  levies,  61 — Bonds  issued,  62. 

CHAPTER  III. 
PERIOD  OF  RETRENCHMENT:    1874-1885. 

1.  SCHOOL  BUILDINGS  IN  THIRD,  SIXTH  AND  SEVENTH  WARDS 65 

Character  of  the  period,  63 — A  new  superintendent  employed, 
64 — School  buildings;  Third  Ward  building,  65 — Origin  of  second 
contention,  66— Seventh  Ward  building,  67— Sixth  Ward  building, 
68— Every  section  had  its  new  schoolhouse,  69. 


CONTENTS  vii 

2.  LOSSES  BY  FIRE 69 

Buildings  burned,  69 — Fourth  Ward  schoolhouse  burned,  70 — 
Heating  system  changed;  Addition  to  Fourth  Ward,  71. 

3.  THE  BOARD  AND  ITS  ACTIVITIES 72 

The  function  of  committees,  72 — Teachers  examined,  73 — Teach- 
ers again  examined,  75 — Superintendent's  salary ;  Salaries  increased, 

76 — Salaries    decreased;    Salaries    restored,    77 — School    elections; 
Vaccination,  78 — Examinations;  Complaints,  79 — Lots  sold,  80. 

4.  TEACHERS'  MEETINGS  AND  VOLUNTARY  TRAINING 80 

Teachers'  meetings,  80 — Professor  Hamill,  82. 

5.  COURSES  OF  STUDY 82 

Course  of  study  of   1878,  82— Reading,  83— Arithmetic ;   Gram- 
mar; Geography;  Spelling,  84 — Penmanship;  Drawing;  Course  of 
study  of  1884,  85 — Penmanship;  Drawing,  86 — Music;  Kindergar- 
ten work,  87— Text-books  adopted,  88— Publications,  90. 

6.  SPECIAL  SCHOOLS 90 

Night  school ;  Ungraded  school,  90. 

7.  SPECIAL  FEATURES  OF  ORGANIZATION 91 

Classification,  91 — Two  dismissals;  Substitutes;  Attendance,  92 — 
Special  features,  93. 

8.  IMPROVEMENTS  AND  ALTERATIONS 94 

Telephones;  City  water;  Fire  escape;  Other  improvements,  94 — 

Beautifying  school  grounds;  The  chapel  divided;  Religious  exer- 
cises, 95 — Centennial  Exposition;  Fiscal  year,  96. 

9.  THE  HIGH  SCHOOL 96 

Growth ;  Course  of  study,  96 — High  School  preparatory  for  col- 
lege, 97 — Third  course  of  study;  Graduation  exercises,  98 — Prizes 

to  graduates,  99 — Alumni  Association  organized,  100. 

10.  RESIGNATION  OF  SUPERINTENDENT  M.  ANDREWS 101 

11.  SUMMARY 102 

Board  of  Education;  Growth,  102— Tax  levies,  103. 

CHAPTER  IV. 
PERIOD  OF  CONTINUOUS  GROWTH :   1885-1911. 

1.  SCHOOL  BUILDINGS  104 

Favorable  conditions;  Questions  involved,  104 — Board  decides 
to  build  a  new  High  School,  105 — Proposition  to  divide  the  $25,- 
000,  106 — The  Board  makes  its  first  visit  to  other  cities;  Plan  of 
the  building,  107— Changes  in  the  High  School;  Selecting  a  site 
for  a  new  schoolhouse,  108 — The  Lincoln  School;  Naming  the 
schools,  110 — No  more  bonds  to  be  issued;  New  policy  as  to  size  of 


viii  GALESBURG   PUBLIC   SCHOOLS 

buildings  adopted,  112 — An  addition  made  to  the  Hitchcock  School; 
The  disadvantage  of  pupils  changing  schools  in  the  fourth  and 
fifth  grades,  114 — Addition  to  Weston  School,  115 — An  addition 
made  to  the  High  School,  116 — Plans  for  the  addition;  Hunt  prop- 
erty purchased;  Addition  made  to  Bateman  School,  118 — Addition 
to  Lincoln  School,  119 — Heating  plant  in  High  School  changed  to 
steam;  Addition  made  to  Douglas  School,  120 — Building  the  Cen- 
tral Primary,  121 — The  material  used;  Other  contracts;  The 
building  completed,  122 — The  district  found  prepared  to  build  a 
High  School,  123 — Galesburg  High  School  building  a  pioneer;  One 
hundred  thousand  dollars  voted  for  a  High  School  building,  124 — 
Selling  of  the  bonds;  The  method  of  obtaining  the  plans,  125 — 
Cost  of  the  building,  126 — Furnishing  the  building,  127 — Total  cost ; 
A  heating  plant  considered,  128 — How  the  money  was  raised,  129 — 
Building  of  the  heating  plant,  130 — Opening  of  the  High  School 
building;  The  Farnham  School,  131. 

2.  OTHER  PERMANENT  IMPROVEMENTS 132 

Churchill  building  dry  closets,  132 — Steps  brought  inside  the 
building;  Tower  of  Churchill  School  damaged  by  fire,  133 — Im- 
provements on  Cooke  School;  A  modern  system  of  ventilating  in- 
stalled in  Hitchcock  School;  Manual  training  addition  made  to  the 
High  School,  134 — A  smoke  consumer  for  the  heating  plant;  Im- 
provements made  at  Douglas  School,  135 — Humidity  device  in- 
stalled in  Bateman  School;  Addition  made  to  Weston  School 
grounds;  Addition  made  to  the  Churchill  grounds,  136 — Summary 
of  investments  in  permanent  improvements,  137 — Schools  in  build- 
ings other  than  the  property  of  the  Board,  138. 

3.  PROTECTION  FROM  FIRE 138 

Fire  escapes,  138 — Fire  drills;  Fires,  139. 

4.  Music,  DRAWING  AND  PHYSICAL  TRAINING 140 

Introduction  of  music,  140 — Introduction  of  drawing;  Introduc- 
tion of  physical  culture,  141. 

5.  THE  TRAINING  SCHOOL 142 

Teachers'  Training  School  organized,  142 — Plan  of  the  Training 

School,  143 — Advantages  of  the  Training  School,  144. 

6.  METHODS 145 

Reading,    145— Supplementary    reading;    Arithmetic,    146— Lan- 
guage,   148— Geography   and   history;    Spelling,    149— Penmanship, 
150— Physiology  and  hygiene;  Nature  study,  151. 

7.  THE  TEACHERS  AND  MEANS  FOR  THEIR  IMPROVEMENT 152 

^Teachers'  meetings ;  Educational  books  studied  at  these  meetings, 

152— Discussions  of  the  problems  of  the  day  reported;  Program 
furnished  by  different  schools,  153 — Interesting  accounts  of  jour- 
neys given;  Addresses  by  prominent  educators  of  the  state,  154 — 
Addresses  by  the  pastors  of  the  city,  155 — Addresses  by  physicians ; 
Other  speakers  who  addressed  these  meetings;  University  Exten- 


CONTENTS  ix 

sion  Lectures;  Grade  meetings,  156 — Teachers'  Library;  Central 
Illinois  Teachers'  Association,  157 — Military  Tract  Educational 
Association,  158. 

8.  PUPILS  AND  THEIR  SPECIAL  ACTIVITIES 158 

Method  of  promoting  pupils;  Exhibition  of  school  work,  158 — 
School  entertainments,  159 — Teaching  patriotism,  160 — Remember- 
ing the  poor  on  Thanksgiving  day;  Furnished  children's  room  in 
hospital,  162 — An  act  of  kindness  by  the  pupils;  Another  boy 
helped;  Benevolences  of  the  High  School;  Other  collections,  163 — 
Exhibition  of  school  work ;  Work  at  St.  Louis  Exposition,  164. 

9.  TEXT-BOOKS  165 

Readers    used,    165 — Spelling    books ;    Histories ;    Music    books ; 

Drawing  books ;  Physiologies,  166 — Language  books  ;  Arithmetics ; 
Geographies ;  Copy  books ;  A  rule  to  govern  the  change  of  text- 
books; School  apparatus,  167. 

10.  ADMINISTRATIVE  MEASURES 169 

Vaccination;  Half-day  sessions,  169 — Flags  for  the  schools; 
Parents  complain;  Truant  officer,  170^-School  nurse;  Resolutions 
of  respect  and  sympathy,  171 — Bond  issues,  172 — Land  purchased 
and  sold,  173 — Reports  printed ;  Reading  the  Bible  in  the  schools ; 
Beautifying  the  school  grounds,  174 — Drinking  fountains;  Tuition, 
175 — Board  of  Education  rooms,  176 — Moving  Public  Library,  177 — 
The  Children's  Library  and  Reading  Room;  How  the  Children's 
Library  came  to  be  organized,  178 — Use  made  of  the  library,  179. 

11.  SALARIES    179 

Salary  of  the  Superintendent  of  schools,  179 — Salaries  of  High 
School  teachers ;  Salaries  of  grade  teachers ;  Petitions  for  increase 
of  salaries,  180— Schedule  of  salaries  for  grade  teachers,  181 — 
Reason  it  is  difficult  to  increase  salaries  of  grade  teachers;  Jan- 
itors' salaries;  Salary  of  the  engineer;  Janitors  make  the  repairs, 
182— A  faithful  janitor,  183. 

12.  THE  HIGH  SCHOOL  AND  DEVELOPMENT  OF  ITS  ACTIVITIES 184 

High   school  changes   its   function;    English   course  introduced, 

ISA — Second  revision  of  the  curriculum;  A  fourth  year  added; 
Manual  training  introduced,  185 — Work  of  the  department,  186 — 
The  finished  product ;  Equipment  before  the  fire,  187 — Equipment 
after  the  fire ;  Number  taking  manual  training,  188 — Domestic 
science  introduced,  189 — How  the  department  of  speaking  came 
to  be  organized,  191 — Declamatory  contests;  Literary  societies  or- 
ganized, 192 — Lincoln  Debating  Club ;  Elizabethan  Literary  Society, 
193 — The  Budget,  194 — Dramatic  Club ;  A  printing  plant  purchased, 
195 — The  printing  plant  presented  to  the  Board;  Work  done  in 
the  print  shop;  Expenses  of  the  shop,  196 — Value  of  the  printing 
plant;  Gregg  Shorthand  Club;  The  first  history  of  the  High 
School,  197 — German  Club;  Musical  organizations,  198^-Athletic 
organizations;  Men  teachers,  199 — Individual  instruction;  The 
study  hall  plan,  200 — Causes  for  the  growth  of  the  school,  201 — 
The  significant  place  of  the  high  school,  202. 


x  GALESBURG   PUBLIC   SCHOOLS 

13.  THE  ELECTIVE  SYSTEM 203 

All  studies  made  elective ;'  Reasons  for  making  the  studies  elec- 
tive, 203 — Form  of  diploma  used ;  Opposition  to  elective  studies ; 
Elective  system  explained,  204 — Effects  on  attendance;   Criticism 

of  the  three-year  course,  205. 

14.  THE  BOARD  AND  ITS  EXPERIENCES 208 

Board  members  faithful,  208 — Harmony  in  the  Board;   Perma- 
nency of  the  Board  members,  209 — Women  on  the  Board  of  Ed- 
ucation;  How  changes  in  efficient  Boards  should  be  made,  210 — 
Members  defeated  by  the  A.  P.  A.  organization,  211. 

15.  THE  SEMI-CENTENNIAL  CELEBRATION •. 211 

Events  of  the  field  day;  Assistance  given  by  the  patrons  of  the 

schools,  212 — Organization  of  Playground  Association;  The  Re- 
flector; Alumni  banquet,  213. 

16.  SUMMARY 215 

Tax  levies,  216. 

CHAPTER  V. 
GALESBURG  PUBLIC  SCHOOLS:  1840-1861. 

The  first  schoolhouse,  217 — The  first  teacher;  Location  of  school- 
houses,  218— County  records,  219— Poverty  of  the  districts,  220— 
School  laws  of  1825,  221— The  school  section,  222— Amount  real- 
ized from  school  section,  223 — Income  from  township  funds ;  Pub- 
lic indifference  to  schools,  224 — John  F.  Eberhart,  225 — Simeon 
Wright,  226— Attitude  of  the  college;  Private  schools,  227— The 
moneyed  interests,  228 — Jealousy  of  the  district;  Conditions  op- 
posed to  free  schools;  Professor  Churchill,  229 — Henry  Barnard, 
230— W.  S.  Baker;  Horace  Mann,  231— Silas  Willard,  232— Union 
graded  schools  adopted,  233 — The  school  charter;  Opposition  in 
the  legislature,  235 — Three  amendments  made ;  Cause  of  delay  at 
Springfield,  236 — Two  jokers  in  the  charter;  Election  denied  by 
council;  School  directors  elected,  237 — Union  graded  schools  or- 
ganized; Union  graded  schools  opened,  238 — Mrs.  Tryon  Precep- 
tress; Subjects  taught,  239 — Closing  exercises  of  the  term,  240— 
The  charter  adopted,  241 — Last  year  of  union  graded  schools; 
Advantages  of  the  charter,  242— The  last  battle  for  free  schools, 
243. 

CHAPTER  VI. 
THE  CHARTER  AND  ORGANIZATION. 

1.  SCHOOL  CHARTER 245 

2.  RULES  AND  REGULATIONS 253 

Organization,    253 — Rules    of    order,    254 — General    regulations, 

255— Duties  of  the  Superintendent,  256— Teachers,  257— Pupils, 
260 — Directions  for  keeping  records,  262 — Janitors,  263 — Rules  of 
the  Board  of  Health,  264. 

3.  MR.  LESTER  T.  STONE 265 

4.  STATISTICS  FOR  1910-1911. .  .  267 


CONTENTS  xi 

CHAPTER  VII. 
DIRECTORY. 

1.  MEMBERS  OF  THE  BOARD  OF  EDUCATION 272 

2.  THE  TEACHERS 274 

3.  HIGH  SCHOOL  ALUMNI 287 

CHAPTER  VIII. 
THE  WORK  OF  THE  SCHOOLS. 

1.  REPRESENTATIVE  TESTS  IN  SPELLING 331 

2.  REPRESENTATIVE  TESTS  IN  ARITHMETIC 338 

3.  REPRESENTATIVE  TESTS  IN  LANGUAGE 345 

4.  REPRESENTATIVE  TESTS  IN  GEOGRAPHY 352 

5.  REPRESENTATIVE  TESTS  IN  HISTORY 356 

CHAPTER  IX. 
COURSE  OF  STUDY. 

1.  READING 358 

2.  ARITHMETIC 359 

3.  LANGUAGE 371 

4.  GEOGRAPHY , 384 

5.  HISTORY 388 

6.  SPELLING,  PENMANSHIP,  PHYSIOLOGY 390 

7.  Music  ; 391 

8.  DRAWING 393 

9.  PHYSICAL  TRAINING 397 

10.  MANUAL  TRAINING 404 

11.  SEWING  } 406 

12.  SUPPLEMENTARY  READERS 406 

13.  TEACHERS'  LIBRARY 409 

14.  TEXT-BOOKS  USED  IN  THE  GRADES 413 

15.  HIGH  SCHOOL  COURSE  OF  STUDY 414 

16.  TEXT-BOOKS  USED  IN  THE  HIGH  SCHOOL 420 

17.  VALUE  OF  THE  SUBJECTS  TAUGHT  IN  THE  HIGH  SCHOOL 422 

18.  TRAINING  SCHOOL — COURSE  OF  STUDY 441 

INDEX  .  .  445 


ILLUSTRATIONS. 


GEORGE  CHURCHILL Frontispiece 

FACING    PAGE 

CHART  SHOWING  INCREASE  IN   POPULATION  AND  SCHOOL  ENROLL- 
MENT, BY  DECADES v 

R.  B.  GUILD 1 

FIRST  BOARD  OF  EDUCATION 4 

JUNIUS  B.  ROBERTS , 8 

THE  REPRESENTATIVES  OF  THE  FIRST  WARD 32 

THE  REPRESENTATIVES  OF  THE  SECOND  WARD 48 

MATTHEW  ANDREWS 63 

THE  REPRESENTATIVES  OF  THE  THIRD  WARD 80 

W.  L,  STEELE,  IN  1885 104 

BUILDINGS  USED  BY  THE  HIGH  SCHOOL 124 

HIGH  SCHOOL 124 

THE  REPRESENTATIVES  OF  THE  FOURTH  WARD 140 

THE  REPRESENTATIVES  OF  THE  FIFTH  WARD 160 

PUBLIC  LIBRARY 176 

THE  REPRESENTATIVES  OF  THE  SIXTH  WARD 184 

PRINCIPALS  OF  HIGH  SCHOOL 200 

BOARD  OF  EDUCATION,  IN  191 1 208 

W.  L.  STEELE,  IN  1911 216 

THE  REPRESENTATIVES  OF  THE  SEVENTH  WARD 236 

FARNHAM  SCHOOL  244 

LESTER  T.  STONE , 265 

CENTRAL  SCHOOL,  CHURCHILL  SCHOOL 272 

HITCHCOCK  SCHOOL  286 

LINCOLN   SCHOOL    ; 328 

WESTON  SCHOOL  360 

DOUGLAS  SCHOOL   384 

COOKE  SCHOOL  408 

BATEMAN  SCHOOL , 440 

(xii) 


R.   B.   GUILD 

Superintendent   of    Schools 

1861-2 


CHAPTER   I. 

FIRST  YEAR  UNDER  THE  CHARTER:  1861-62 

1.  Organization  of  the  Board.  2.  Terms  of  Agreement  with  the 
Teachers.  3.  Equipment.  4.  The  School  Tear.  Arrangement  of  Terms 
and  Sessions.  5.  The  Teaching  Force. 

1.       ORGANIZATION    OF    THE    BOARD. 

The  Board  of  Education  of  Galesburg  School  District 
was  organized  under  the  present  School  Charter,  June  11, 
1861.  Thus  the  present  school  system  has  been  in  operation 
fifty  years.  As  special  interest  always  attaches  to  the  be- 
ginnings of  an  institution  that  has  become  important  and 
permanent,  an  entire  chapter  will  be  given  to  recording  the 
events  of  the  first  year. 

There  were  twenty-four  meetings  of  the  Board  this  year. 
Here  is  the  verbatim  record  of  the  first  meeting : 

OFFICE  OF  CITY  COUNCIL 

Galesburg,  June  11,  1861. 

The  following  named  persons  having  been  duly  elected  to  the 
office  of  School  Directors  of  "Galesburg  School  District,"  in  the  City 
of  Galesburg,  in  the  County  of  Knox,  and  State  of  Illinois,  on  the 
3rd  day  of  June,  1861,  met  at  the  office  of  the  City  Council  on  the 
llth  day  of  June,  1861.  Mayor  Knowles  being  President  of  said  "Board 
of  Education"  being  present.  There  were  also  present: 

CHAUNCY  S.  COLTON,  director  for  1st  ward. 

EDWIN  POST,  director  for  2nd  ward. 

DAVID  SANBORN,  director  for  3rd  ward. 

GEO.  H.  WARD,  director  for  4th  ward. 

CLEMENT  LEACH,  JR.,  director  for  5th  ward. 

R.  P.  SAGE,  director  for  6th  ward. 

who  severally  took  the  oath  of  office  as  prescribed  by  the  Charter 
and  took  their  seats  in  the  "Board  of  Education." 

(1) 


T\     \  :-i  :  .rQALESBURG   PUBLIC    SCHOOLS 

%tt.    .On  motion1  it  was  voted  that  the  members  of  the  Board  of  Edu- 
c&,<iqh  prpj:e£d  ROW,  te^draw  for  the  term  of  time  each  shall  serve,  when 
'  *-v      *  ^CitMJNeY  J5.  COLTON  drew  for  3  years. 
EDWIN  POST  drew  for  3  years. 
DAVID  SANBORN  drew  for  2  years. 
R.  P.  SAGE  drew  for  2  years. 
CLEMENT  LEACH,  JR.  drew  for  1  year. 
GEO.  H.  WARD  drew  for  1  year. 

When  on  motion  it  was  voted  that  each  director  shall  have  the 
charge  and  care  of  the  school  rooms  and  school  property  in  his  ward 
during  "vacation." 

On  motion  Messrs.  Leach  and  Sanborn  were  appointed  a  com- 
mittee to  prepare  a  code  of  by-laws  for  the  Regulation  of  the  Board 
to  be  submitted.  And  then  on  motion  the  Board  adjourned  to  meet 
at  the  call  of  the  President. 

W.  A.  WOOD,  Clerk 

The  committee  appointed  to  draft  rules  and  regulations 
for  the  government  of  the  Board  made  its  report  at  the  fifth 
meeting  of  the  Board,  July  15th.  It  was  adopted  without 
change  or  dissent.  The  principal  provisions  of  this  report 
are  as  follows : 

IST.  The  members  of  the  Board  of  Education  shall  meet  and 
organize  each  year  on  the  second  Monday  in  June. 

2ND.  At  the  first,  or  some  ensuing  meeting,  soon  after  the  or- 
ganization of  the  Board,  the  following  standing  committees  shall  be 
appointed,  to- wit :  First,  a  committee  on  school  buildings,  grounds, 
furniture  and  supplies,  consisting  of  four  members.  Second,  a  com- 
mittee on  text-books,  rules  and  regulations,  consisting  of  two  mem- 
bers. Third,  an  auditing  committee,  consisting  of  two  members. 
Fourth,  an  examining  committee,  consisting  of  two  members  of  the 
Board,  two  citizens  chosen  by  the  Board  and  the  Principal,  three  of 
whom  must  be  present  at  each  examination  of  teachers  and  three  of 
whose  names  must  be  appended  to  each  certificate  of  examination. 

3RD.  The  Board  shall  hold  its  meetings  on  the  second  Monday 
in  each  month  unless  otherwise  ordered  by  a  majority  of  the  Board. 
A  special  meeting  may  be  called  at  any  time  on  the  request  of  any 
two  members,  left  with  the  Secretary. 

4TH.  The  meetings  being  called  to  order  by  the  President,  or 
one  appointed  President  pro  tern,  the  order  of  business  shall  be: 

1.  Reading  the  minutes  of  the  last  meeting  by  the  Clerk. 

2.  Reports  of  Committees. 


FIRST  YEAR  UNDER  THE   CHARTER:  1861-62  3 

3.  Petitions  and  communications. 

4.  Reports  and  suggestions  by  the  Principal. 

5.  Miscellaneous  and  unfinished  business. 

With  the  exception  of  the  provision  for  the  examination 
of  teachers,  these  rules  have  remained  unchanged  to  the 
present  day. 

The  first  committee  appointed    under  these  rules,  July 
30th,  was  the  Examining  Committee.    It  consisted  Commit_ 
of  Prof.  A.  Hurd,  Prof.  Isaac  A.  Parker,  C.  Leach,  tees- 
Jr.,  R.  P.  Sage,  and  the  Principal  of  the  Schools.     At  the 
same  meeting  Chauncy  S.  Colton  and  David  Sanborn  were, 
on  motion,  made  a  standing    Auditing    Committee.     The 
other  committees  were  not  appointed  until  October  8th. 

The  first  clerk  was  W.  A.  Wood  and  he  was  required  to 
take  the  oath  of  office.  The  first  treasurer,  B.  F. 

Officers. 

Holcomb,  was  required  to  give  a  bond,  the  amount 
of  which  was  twelve  thousand  dollars.    At  the  close  of  the 
year  the  clerk  was  allowed  fifty  dollars  for  his  services  and 
the  treasurer  was  allowed  ten  dollars. 

There  was  but  one  change    in    the    membership  of  the 
Board  this  year  (which  has  been  the  average  for  Be.elec. 
the  last  25  years)  and  that  was  due  to  the  resigna-  Board* 
tion  of  Mr.  Clement  Leach,  Jr.    The  City  Council  Members- 
filled  the  vacancy  by  electing  Dr.  I.  N.  Candee.  At  the  elec- 
tion in  June,  George  H.  Ward  of  the  Fourth  Ward  and  Dr.  I. 
N.  Candee  of  the  Fifth  Ward  were  unanimously  re-elected. 

It  often  happens  that  in  looking   up   a  matter  the  most 
important  item  cannot  be  found ;  so  it  is  in  this  Course  of 
case;  there  is  no    record    of    what  subjects  were  ItJfn^1!11* 
taught.     It  is  true  that  Principal  Guild  reported  ance- 
to  the  Board,  October  8,  1861,  a  course  of  study,  which  was 
adopted  and  placed  on  file  and  marked  "A,"  but  the  entire 
files  of  the  Board  for  the  first  two  years  are  missing.    What 
is  stranger  still,  there  are  no  files  preserved  of  any  newspa- 
pers published  in  Galesburg  from  1860  to  1870;  at  least,  if 
there  are,  they  are  private  property,  probably  lying  in  some 


4  GALESBURG   PUBLIC   SCHOOLS 

garret  waiting  to  be  destroyed.  Neither  is  there  any  record 
of  the  number  of  pupils  that  attended  the  schools.  In  Sep- 
tember, 1862,  there  were  777  pupils  enrolled  in  all  the 
schools.  Judging  from  this,  one  would  be  justified  in  saying 
that  there  were  between  700  and  800  pupils  enrolled  the  first 
year. 

2.      TERMS   OF   AGREEMENT    WITH    THE   TEACHERS. 

At  the  second  meeting  of  the  Board  the  salary  of  the 
"Principal  of  the  Graded  Schools"  was  fixed  at 
Board  seven  hundred  dollars  for  the  year ;  salaries  of  the 
"lady  teachers"  in  the  High  School  at  six  dollars 
per  week,  and  of  all  other  teachers  at  five  dollars  per  week. 
Mr.  R.  B.  Guild  was  then  elected  to  the  "post  of  Principal 
of  the  .Graded  Schools  for  the  coming  year."  The  other 
teachers  were  chosen  in  the  latter  part  of  July.  The  teachers 
appointed  were  subject  to  an  examination  by  the  Examining 
Committee  and  to  the  direction  of  the  Board  as  to  the  po- 
sitions they  should  hold  in  the  schools;  and  the  Board  re- 
served the  right  to  terminate  the  contract  at  its  discretion. 
This  last  clause  was  not  merely  a  form,  for  the  records  show 
that  a  committee  of  two  directors  was  appointed  to  visit  the 
schools  and  was  given  the  power  to  dismiss  any  of  the 
teachers  who,  in  their  judgment,  might  not  be  needed. 

Private  schools  were  still  at  this  time  a  factor  to  be  con- 
Private  sidered.  Mr.  A.  E.  Blunt,  who  had  such  a  school 
and°o1  in  the  city,  was  paid  $35  for  his  school  furniture 
Br8'  and  "given  charge  of  the  Grammar  Department 
and  the  Superintendence  of  the  schools  in  the  Colton  Build- 
ings" at  a  salary  of  $55  per  month. 

Mrs.  Carney,  who  had  formerly  taught  in  the  Boston 
schools  and  was  the  author  of  that  exquisite  gem  of  poetry, 
"Little  Drops  of  Water,"  was  also  conducting  a  private 
school  at  this  time.  A  petition  signed  by  thirty-five  citizens 
was  presented  to  the  Board,  asking  that  she  be  taken  into 
the  graded  schools ;  but  no  action  was  taken  on  the  petition. 


EDWIN    POST 


DAVID    SANBORT 


GEO.    H.   WARD 


R,    P.   ijAGE 


FIRST  BOARD   OF   EDUCATION 
Organized,   June   11,   1861. 


FIRST  YEAR  UNDER  THE  CHARTER:  1861-62  S 

At  its  fourth  and  fifth  meetings  the  Board  had  at- 
tempted, without  success,  to  fix  a  rate  of  tuition  Tuition 
to  be  charged  all  resident  pupils;*  but,  from  the  and001 
resolution  adopted  ten  days  before  the  close  of  the  Tuition- 
spring  term,  it  would  seem  that  the  Board  still  had  a  liking 
for  the  old  subscription  school  in  which  they  themselves 
had  received  their  elementary  education.  The  resolution 
reads  as  follows :  "That  Mr.  Guild  open  a  tuition  school  in 
the  Academy  on  the  21st  day  of  April  for  one  term  of  ten 
weeks,  and  to  charge  and  collect  $1.50  in  advance  from  each 
scholar  attending,  without  distinction  of  age  or  study;  and 
that  the  Clerk  cause  an  advertisement  accordingly  to  be  in- 
serted in  the  Galesburg  Democrat."  Principal  Guild  was 
the  only  teacher  not  employed  by  the  week.  He  was  em- 
ployed for  the  year,  and  consequently  had  sufficient  time  to 
teach  another  term  of  ten  weeks,  which  he  did.  For  this  he 
received  $67.50  in  tuition,  which  amount  was  charged  to 
him  and  applied  on  his  salary.  According  to  the  state  law 
the  Board  had  already  conducted  free  schools  a  sufficient 
number  of  days  to  enable  it  to  draw  the  state  fund ;  so  there 
could  be  no  objection  to  tuition  schools  on  this  account.  At 
this  meeting  the  Board  appears  to  have  inaugurated  a  sys- 
tem of  tuition  schools  for  the  vacation  period.  A  committee 
was  appointed  to  "rent  such  rooms  in  the  Colton  Building 
to  Mr.  Blount  during  vacation  as  they  deem  right,  also  to 
rent  the  upper  rooms  in  the  Academy  to  such  female  teach- 
ers as  they  can  agree  with  on  terms."  The  subscription 
schools  for  the  long  vacation,  thus  begun  by  the  Board,  con- 
tinued for  years,  but  finally  becoming  an  annoyance  to  the 
Board  it  refused  to  rent  rooms  for  such  a  purpose  or  to 
employ  any  one  as  teacher  who  taught  such  a  school. 

The  tuition  for  pupils  outside  of  the  district  was  made 
the  same  as  that  charged  by  the  academic  department  of 
Knox  college,  except  for  the  primary  department,  and  here  it 
was  fixed  at  $2.50  per  quarter. 

'See  pag-e  243. 


6  GALESBURG   PUBLIC   SCHOOLS 

3.      EQUIPMENT. 

At  the  first  meeting  it  was  necessary  for  the  Board  to 
rent  some  buildings  for  school  purposes.     Knox 

Buildings. 

Academy,  on  the  north  side  of  the  Public  Square, 
was  leased  from  the  Trustees  of  Knox  College,  for  a  term 
of  three  years,  at  the  rate  of  $316.66  per  year.  The  Colton 
building,  on  the  west  side  of  the  Square  and  north  of  Main 
street,  was  rented  for  $550  per  year  from  C.  S.  Colton. 
These  two  buildings  provided  eight  schoolrooms — four 
rooms  each.  From  S.  Mitchelson  was  rented  a  schoolroom 
on  Seminary  street,  south  of  the  depot,  at  $6  per  month. 
The  other  five  rooms — for  there  were  fourteen  schoolrooms, 
this  year — were  the  property  of  the  Board,  having  been  built 
previous  to  the  union  of  the  school  districts  in  1858.  These 
schoolhouses  were  all  situated  south  of  the  center  of  Main 
street ;  one  on  East  Main  street,  one  on  West  Simmons,  an- 
other on  Monmouth  Boulevard,  one  on  Tompkins  street, 
where  the  Baptist  Church  now  stands,  and  the  Depot 
School,  on  the  northwest  corner  of  Chambers  and  First 
streets.  There  was  no  schoolhouse  in  the  north  part  of  the 
city.  The  school  desks  with  which  it  was  necessary  to  fur- 
nish some  of  these  buildings  cost  $4  each — double  the  price 
of  to-day. 

One  man  did  the  janitor  work  for  both  the  Academy  and 
janitor  tne  Colton  building,  for  which  services  he  received 
service.  ^5  a  month.  The  janitors  for  the  other  six 
schoolhouses  were  boys  who  were  paid  from  twenty-five 
cents  to  thirty-seven  and  one-half  cents  per  week. 

The  tax  levy  for  the  year,  made  at  the  September  meet- 
Taxes,  ing,  was  forty  cents  on  each  one  hundred  dollars. 

4.      THE  SCHOOL  YEAR,  ARRANGEMENT  OF  TERMS  AND  SESSIONS. 

The  number  of  weeks  the  school  should  be  kept  open  was 

a  matter  of  uncertainty  during  the  entire  year,  and 

school  °      it  was  decided  term  by  term.    At  first  the  Board 

voted  to  open  the  schools  the  first  Monday  of  Sep- 


FIRST  YEAR  UNDER  THE  CHARTER:  1861-62  7 

tember  but  later  decided,  for  reasons  not  recorded,  to  open 
them  the  second  Monday  of  October.  At  the  December 
meeting  it  was  voted  to  close  the  schools  the  Friday  before 
Christmas  for  a  vacation  of  two  weeks,  and  to  begin  a  new 
term  of  ten  weeks  on  the  first  Monday  of  January,  1862.  At 
the  February  meeting  it  was  voted  to  extend  the  present 
term  for  an  additional  four  weeks. 

The  length  of  the  noon  recess  seems  to  have  given  some 
trouble.    At  one   meeting   of   the   Board   it   was  The  Noon 
voted  that  the  noon  recess  at  the  Central  School  Becess- 
should  be  one  hour  and  at  the  outside  schools  at  the  discre- 
tion of  the  teacher.    This  was  in  December.    At  the  Jan- 
uary meeting  it  was  voted,  "The  'noon  recess'  shall  be  thirty 
minutes." 

5.      THE  TEACHING   FORCE. 

The  roll  of  the  teachers  for  this  year  was  as  follows : 

MR.  R.  B.  GUILD,  Principal  and  Superintendent. 

Miss  A.  E.  SMITH,  Assistant  to  Mr.  Guild — Academy. 

Miss  MARY  COLE,  Academy  (up-stairs). 

Miss  MARY  EVEREST,  Academy  (up-stairs). 

Miss  A.  E.  TILDEN,  Academy   (rear  room). 

MR.  A.  E.  BLUNT,  Principal,  Colton  Building. 

Miss  KINGSBERRY,  Assistant  to  Mr.  Blunt,  Colton  Building. 

Miss  EMMA  FIELD,  Colton  Building,    (up-stairs). 

Miss  SARAH   BARNES,  Colton  Building,  (up-stairs). 

Miss  MARY  ALLEN  WEST,  Colton  Building,    (lower  south 

room). 

MRS.  R.  K.  COLBY,  Blanchard  School. 
Miss  I.  L.  HENSHAW,  Tompkins  Street. 
Miss  JENNIE  McMiLLEN,  Depot  School. 
Miss  SABRINA  LANPHERE,  Churchill  School. 
Miss  ERMINA  FINCH,  Brick  School. 
Miss  M.  I.  STRONG,  Monmouth  Street  School. 
MRS.  GROSS,  Teacher  of  Writing,  All  the  Schools. 


CHAPTER  II. 

PERIOD  OF  COLLEGE  CONTROL:  1862-1874 

1.  College  Influence.  2.  School  Buildings  and  Development  of 
School  Property.  3.  The  Board  and  Its  Responsibilities.  4.  Position  of 
the  Superintendent;  Regulations  for  Teachers  and  Pupils.  5.  Course  of 
Study.  6.  The  High  School  and  the  Colleges.  7.  The  Question  of  Color. 
8.  Special  Schools.  9.  Special  Branches.  10.  Principals.  11.  Li- 
brary. 12.  Limitations.  13.  Resignation  of  Superintendent  Roberts. 
14.  Summary. 

1.       COLLEGE    INFLUENCE, 

This  period  of  twelve  years  extends  from  June  30, 
1862,  to  July  1,  1874.  It  covers  the  time  when  the  schools 
were  largely  under  the  control  of  the  two  colleges.  The 
Board  of  Education  during  these  years  was,  to  a  great  ex- 
tent, composed  of  men  who  were  ardent  friends  of  one  or 
other  of  the  colleges.  In  its  membership  were  always  to  be 
found  trustees  or  members  of  the  faculties  of  these  institu- 
tions; the  man  who  served  as  Superintendent  of  Schools 
during  these  years  was,  when  he  was  appointed  to  the  po- 
sition, a  tutor  in  Knox  College ;  in  short,  college  domination 
was  complete.  This  was  natural  and  it  was  right.  It  was 
natural,  because  when  the  organization  of  a  free  school  sys- 
tem was  first  agitated  there  was  a  strong  feeling  among 
many  of  the  friends  of  the  colleges  that  the  public  schools 
would  in  some  way  be  antagonistic  to  their  favorite  institu- 
tion. Under  such  circumstances  it  was  natural  that  the 
schools  should  be  placed  under  a  control  that  was  at  least 
friendly  to  the  colleges.  It  was  right,  because  the  town  in 
the  first  place  was  a  distinctly  educational  enterprise;  in 
those  days  it  was  the  college  first  and  other  matters  after- 
ward. When  the  common  schools  were  organized  who 
should  be  more  interested  in  them  and  know  better  how 

(8) 


JUNIUS    B.    ROBERTS 

Superintendent  of   Schools 
1862-1874 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  9 

they  should  be  conducted  than  the  men  who  were  devoting 
their  lives  to  the  cause  of  education? 


2.     SCHOOL  BUILDINGS  AND  DEVELOPMENT  OF  SCHOOL  PROPERTY. 

The  first  great  problem  that  confronted  the  Board  of 
Education  was  the  building  of  schoolhouses.  Galesburg 
was  then  a  city  of  six  thousand  inhabitants,  with  an  actual 
school  enrollment  for  that  year  of  1,264  pupils.  It  had  prac- 
tically no  school  buildings.  It  is  true  the  district  owned  six 
one-room  schoolhouses,  but  they  were  built  in  the  days  of 
the  independent  school  districts  and  were  now  unfit  for 
school  purposes  and  were  of  no  money  value ;  indeed  The 
Free  Democrat,  a  local  paper,  advised  the  districts  in  1858 
to  sell  these  buildings  for  coal  houses.  To  appreciate  the 
magnitude  of  this  undertaking  the  conditions  of  that  time 
must  be  understood.  The  people  who  were  called  upon  to 
replace  these  schoolhouses  were  the  same  persons  who  had 
for  years  fought  the  introduction  of  any  system  of  free 
schools.  Now  they  were  asked  not  merely  to  make  pro- 
vision for  the  actual  growth  of  the  city,  as  the  people  of  to- 
day are  required  to  do,  but  to  provide  at  once  school  build- 
ings for  a  city  of  six  thousand  population.  It  should  also  be 
remembered  that  these  people  had  never  experienced  any  of 
the  benefits  of  free  schools;  they  themselves  had  been  edu- 
cated in  private  or  select  schools;  they  had  paid  for  their 
own  education  and  were  inclined  to  regard  the  free  school 
as  a  sort  of  charitable  institution.  It  is  not  strange  that  this 
idea  thus  ingrained  in  the  life  of  the  people  continued  to 
some  extent  for  years.  It  is  not  surprising  that  a  wave  of 
opposition  swept  over  the  community  when  one  school- 
house  costing  sixty  thousand  dollars  was  no  sooner  com- 
pleted than  two  more  were  projected.  How  different  has 
been  the  development  of  the  free  school  system  in  the  newer 
sections  of  our  country !  There,  when  a  town  was  founded, 
the  public  school  was  started;  it  was  thus  made  from  the 


10  GALESBURG   PUBLIC   SCHOOLS 

first  an  organic  part  of  the  civic  institutions ;  and  it  was  sup- 
ported by  people  who  themselves  had  been  educated  in  the 
public  school  and  believed  in  it.  In  comparing  the  school 
buildings  and  grounds  of  Galesburg,  even  to-day,  with  those 
of  a  western  city  of  like  size,  it  would  be  manifestly  unfair 
to  the  memory  of  the  people  of  that  day  as  well  as  to  our- 
selves not  to  take  into  consideration  the  difference  in  the 
fundamental  conditions. 

The  first  schoolhouse  was  built  in  the  summer  of  1862. 
It  was  located  in  the  Fourth  Ward,  southeast  of 
school-  the  depot,  on  the  corner  of  Chambers  and  First 
streets.  It  was  built  by  Silas  Horton  and  cost 
four  hundred  and  thirty-five  dollars.  This  was  certainly  a 
modest  beginning  for  the  Board  of  Education,  not  one  cal- 
culated to  alarm  the  conservative  element;  yet  the  money 
that  paid  for  it  had  to  be  borrowed  at  twelve  per  cent  inter- 
est. This  building  was  called  the  Depot  School,  and  it  evi- 
dently took  the  place  of  one  that  had  been  there  for  years. 
The  next  summer  the  Tompkins  Street  schoolhouse  that 
stood  where  the  Baptist  Church  now  stands,  was  moved  and 
placed  on  the  same  lot  with  the  Depot  School. 

The  building  of  the  Churchill  School,  originally  called 
churchm  tne  High  School,  was  the  great  event  of  this 
school.  period.  It  was  the  fulfillment  of  the  dream  of  the 
independent  districts  when  they  voted  in  1858  to  unite.  It 
was  an  imposing  building  for  that  day,  comparing  favorably 
with  Knox  College  on  the  south  and  Lombard  University 
on  the  east,  and  costing  about  the  same  as  each  of  these 
buildings  dedicated  to  higher  education.  Its  construction 
may  rightly  be  considered  as  one  of  the  great  events  in  the 
history  of  Galesburg,  since  it  caused  the  common  schools 
to  be  recognized  as  one  of  the  public  and  important  institu- 
tions of  the  city. 

At  the  January  meeting  of  the  Board  in  1863,  on  motion 
Purchase  °^  ^n  ^  ^'  Candee,  a  committee  was  appointed  to 
of  site.  inquire  into  the  expediency  of  erecting  a  new 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  11 

building.  As  a  result  of  this  action  Mrs.  Silas  Willard  of- 
fered to  donate  to  the  Board  all  the  land  she  owned  oppo- 
site the  Willard  house  and  fronting  on  Main  and  Cham- 
bers streets,  provided  the  Board  would  build  thereon  re- 
spectable school  buildings.  This  proposition  was  accepted, 
but  at  the  May  meeting  the  Moshier  lot,  twelve  rods  square, 
on  the  southwest  corner  of  Broad  and  Simmons  streets,  was 
purchased  for  two  thousand  dollars.  On  this  lot  were  a 
house  and  stable  which  were  sold  for  one  hundred  and 
seventy-five  dollars.  In  the  following  year  the  Board 
showed  its  wisdom  in  buying  of  John  B.  Colton,  for  five 
hundred  dollars,  two  lots  adjoining  this  property  on  the 
west  and  fronting  on  Cedar  street.  It  is  unfortunate  that 
this  policy  was  not  pursued  by  the  Board,  as  opportunity 
presented,  until  it  owned  the  entire  block. 

Professor  George  Churchill  became  a  member  of  the 
Board  in  June,  1863,  an  important  event  to  the  Voted  to 
schools  of  the  city.  At  the  September  meeting  it  Build- 
was  voted,  on  motion  of  Professor  Churchill,  to  proceed  im- 
mediately to  erect  a  new  building  on  the  Moshier  lot,  to  be 
completed  by  September,  1864.  The  following  resolution 
was  passed  at  the  October  meeting,  on  motion  of  David 
Sanborn,  "That  the  President  and  Clerk  of  the  Board  adver- 
tise for  a  loan  of  $15,000  to  $20,000  for  the  purpose  of  erect- 
ing a  suitable  central  school  building  for  the  use  of  the 
graded  schools." 

Professor    Churchill  and    Superintendent  Roberts  pre- 
sented at  a  meeting  of  the  Board  in  January,  1864,   plans 
complete  plans  for  a  school  building.    These  plans  -Adopted, 
had  been  drawn  by  G.  P.  Randall,  a  prominent  school  arch- 
itect of  Chicago,  and  they  were  adopted,  provided  the  build- 
ing would  not  cost   over  $20,000.     It   turned   out,   as   such 
projects  usually  do,  that   the   building   could  not  be   com- 
pleted for  that   amount;   and,  as  a  result,  the   new   school 
building  was  delayed  one  year. 


12  GALESBURG   PUBLIC   SCHOOLS 

It  was  found  that  not  twenty  thousand,  but  forty  thou- 
sand dollars,  would  be  required   for  the  proposed 

Bonds  for  «  •        « 

$40,000.  new  building.  After  this  shock  some  time  elapsed 
before  anyone  had  the  courage  to  move  in  the 
matter,  but  all  realized  that  a  crisis  was  rapidly  approach- 
ing. The  people,  who  for  nearly  a  decade  had  been  asking 
for  that  central  school  building,  so  glowingly  pictured  and 
so  strongly  recommended  by  Horace  Mann,  in  his  address 
delivered  in  the  old  First  Church,  were  becoming  impa- 
tient; the  leases  on  the  old  Academy  and  the  Colton  build- 
ing on  the  Public  Square,  which  had  thus  far  furnished  more 
than  half  the  rooms  for  the  schools  of  the  district,  would  ex- 
pire the  following  year;  and  the  Board  knew  that  these 
leases  could  not  be  renewed.  Something  must  be  done.  Ac- 
cordingly the  Board,  on  motion  of  David  Sanborn,  decided, 
September  26,  1864,  to  submit  to  the  voters  of  the  city  a 
proposition  to  issue  bonds  to  the  amount  of  $40,000  for 
the  purpose  of  building  a  new  schoolhouse.  Now  comes  the 
surprise.  The  election  was  held  November  21st,  and  there 
were  947  votes  cast  in  favor  of  the  bond  issue  to  16  against 
it.  These  bonds  were  issued  by  the  City  Council,  in  such 
amounts  and  at  such  times  as  requested  by  the  Board  of 
Education.  This  was  the  beginning  of  a  practice  that  later 
involved  the  Board  in  a  suit  with  the  City  Council  to  de- 
termine to  what  extent,  if  any,  the  City  Council  could  pass 
upon  the  actions  of  the  Board  of  Education.  The  first  issue 
of  these  bonds  was  for  $10,000,  the  time  being  three  to  five 
years  and  the  rate  of  interest  ten  per  cent. 

Everything  now  moved  along  smoothly.  The  plans  of 
Building  Architect  Randall,  somewhat  modified,  were 
Begun.  adopted  by  the  Board  on  Februar}7  15,  1865,  and 
he  was  paid  $600  for  them.  Directors  Ward,  Sanborn, 
Reed  and  Churchill  were  made  a  special  Building  Commit- 
tee to  have  charge  of  the  construction  of  the  building.  The 
work  was  all  done  by  the  day  except  the  plastering,  which 
was  let  by  contract  to  R.  C.  Haines  for  $1,400.  H.  D. 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  13 

Bancroft  was  employed  to  superintend  the  stone  and  brick 
work  at  four  dollars  a  day,  and  Joshua  P.  Chapman  to  super- 
intend the  carpenter  work  at  three  dollars  and  a  half  a  day. 
The  wages  of  each  of  these  men  was  later  increased  fifty 
cents  a  day.  The  amount  paid  for  superintending  the  con- 
struction of  this  building  was  about  $2,000.  The  brick 
used  in  the  building  were  made  in  the  Johnson  Brick  Yard 
in  the  west  part  of  the  city  and  cost  ten  dollars  a  thousand. 
After  the  work  on  the  building  had  been  going  on  for 
about  a  year,  it  was  discovered  that  the  $40,000 
received  from  the  sale  of  the  bonds  voted  in  1864  Bonds 

Voted. 

would  not  be  sufficient  to  complete  the  building 
itself,  to  say  nothing  of  the  heating  apparatus  and  furniture 
required.  There  was  nothing  for  the  Board  to  do  but  to  ask 
the  people  to  vote  more  bonds.  Accordingly  an  election 
was  called  for  October  13,  1866,  to  vote  on  the  proposition 
to  issue  bonds  to  the  amount  of  $10,000,  for  the  purpose 
of  finishing  the  new  school  building.  At  this  election  there 
were  only  twenty-two  votes  cast,  and  they  were  all  in  favor 
of  issuing  the  bonds. 

The  building  was  heated  by  furnaces,  and  a  system  of 
ventilation   was   installed   which  was   said  at  the  Building 
time   to    be   perfect.     Dr.  J.  V.  N.  Standish,  who  p?eTed. 
was  elected  a  member  of  the  Board  in  June,  1864,  was  made 
chairman  of  the  special  committee  that    selected  and  pur- 
chased the  furniture  for  the  building.    The  last  days  of  1866 
saw  the  new  building  completed,  and  on  the  first  Monday  of 
1867  the  schools  quietly  took  possession  of  it. 

The  people  took  great    pride  in   the  new  building,  and 
they  were  justified  in  doing  so.    It  had  been  wise-  De8Crip. 
ly,  honestly  and  well  built.     It  was  both  a  credit  gjj1  of 
and  an  ornament  to  the  city.    The  State  Teachers'  Building. 
Association  showed  its  appreciation  of  what  had  been  done 
in  Galesburg  for  public  education,  by  holding  its  annual 
meeting  for  1867  in   the   new  building.    The   building  was 
named  the  High  School,  when   perhaps  a  more  appropriate 


14  GALESBURG    PUBLIC    SCHOOLS 

name  would  have  been  Central  School.  It  had  ten  rooms 
furnished  with  sixty-three  desks  each,  two  recitation  rooms, 
and  a  "chapel ;"  the  last  occupying  the  east  half  of  the  third 
floor.  It  thus  provided  more  schoolrooms  than  the  Board 
had  ever  rented  at  one  time  in  the  central  part  of  the  city, 
and  they  were  so  superior  to  the  rented  ones  that  a  com- 
parison cannot  be  made.  There  was  only  one  serious  mis- 
take made  in  the  building,  and  that  was  in  the  heating  and 
ventilating  apparatus.  The  furnaces  never  warmed  the 
building  sufficiently  in  cold  weather,  and  they  were  a  con- 
stant source  of  annoyance  and  expense  until  they  were  re- 
placed by  a  system  of  steam  heat.  As  to  the  system  of  ven- 
tilation that  was  then  pronounced  "perfect,"  it  is  generally 
believed  to-day  that  little  was  known  about  ventilation  at 
that  time. 

On  the  records  of  the  Board  is  spread  the  following  in- 
cost  of        formation  in  regard   to   the  cost  of   construction, 
Building.      which  is  of  interest  to  the  people  of  to-day : 
Cash  paid  for  lumber,  nails,  slate  roofing,  and    all    other 
materials  used  by  J.  P.  Chapman,  and  for  labor  under 

the  department  of  carpenter  and  joiners'  work $27,872.38 

Cash  paid  for  stone  and  brick  and  labor  used  by  H.  D. 
Bancroft,  and  for  all  labor  and  material  used  in  his  de- 
partment of  stone  and  brick  work 19,458.20 

Cash  paid  Randall,  Architect   600.00 

Cash  paid  Fuller,  Warren  &  Co.  for  furnaces 2,100.00 

Cash  paid  R.  C.  Haines  for  plastering 1,400.00 

Cash  paid  Perry  &  Knights  for  gas  fixtures 325.67 

Cash  paid  McNeely  for  bell 462.32 

Cash  paid  A.  H.  Andrews  for  school  furniture 2,986.00 

Cash  paid  J.  H.  Knapp  for  slating  for  blackboards 135.00 

Cash  paid  Henry  Jerauld  for  filling  up  lot 80.00 

Cash  paid  for  freight  on  furniture  and  bell 296.87 

Total  cost  $55,716.44 

To  this  was  added  in  July  of  the  same  year  for  fence  and 

improvements  by  Boyd  and  others 1,053.47 

To  this  also  should  be  added  the  cost  of  the  land 2,500.00 

This  makes  the  total  cost $59,269.91 


PERIOD  OF  COLLEGE   CONTROL:  1862-1874  15 

There  is  quite  a  difference  between  this  sum  and  $20,000, 
the  amount  originally  intended  to  be  placed  in  the  building. 

The  present  High  School,  which  cost  nearly  twice  as 
much  as  this  building,  was  completed  for  about  fifteen  per 
cent  more  than  the  original  estimate. 

As  already  stated,  the  leases  on  the  old  Academy  and 
Colton  building  expired  in  June,  1865.  For  four  Half  Day 
years  these  two  buildings  had  provided  accommo-  seMicm. 
dations  for  about  half  the  pupils  in  the  city.  What  provis- 
ions were  made  for  these  pupils  during  the  next  year  and  a 
half,  or  until  the  new  building  was  completed,  is  a  matter  of 
interest.  For  a  part  of  the  time  two  rooms  were  rented  in 
the  old  Post  Office  building  on  Broad  street,  opposite  the 
present  Central  Church;  after  these  were  given  up,  a  room 
on  the  Public  Square  was  rented;  the  old  Baptist  Church 
building,  situated  where  the  present  High  School  stands, 
was  purchased  and  fitted  up  for  school  purposes.  In  these 
buildings  and  in  the  Simmons  Street  School,  formerly 
called  the  Blanchard  School,  were  held,  from  September, 
1865,  to  January,  1867,  two  distinct  schools  each  day,  one 
division  of  the  pupils  attending  in  the  morning  and  the 
other  in  the  afternoon.  Some  of  the  teachers  taught  half 
the  day,  while  others  taught  all  the  day  and  received  ad- 
ditional pay. 

It  was  during  this  time  that  the  present  High  School 
site  was  acquired.    When  the  Board  purchased  the 
old  Baptist  Church   building   in    1864   for   $1,100, 


the  Baptist    Society  refused  to  sell  the  ground  ;  site  Pur- 
however,  in  August,  1865,  the  Board  succeeded  in 
securing  the  land  by  a  trade,  giving  lots  seven  and  eight, 
where  the  present  Baptist  Church  stands,  and  a  U.  S.  bond 
for  $500  in   exchange   for   lots   nine   and  ten,  the   present 
High  School  site.    In  this  trade  the  Baptist  Society  consid- 
ered it  received  $2,500  for  its  property. 


16  GALESBURG   PUBLIC   SCHOOLS 

The  annual  school  election  of  1867  was  the  crisis  of  this 
crisis  of  period ;  it  was  more ;  it  was  a  crisis  in  the  history 
1867.  Of  the  Galesburg  Public  Schools.  The  whole 

trend  of  school  affairs  was  changed  by  it.  It  is  only  in  re- 
cent years  that  its  blighting  effect  has  not  been  felt.  The 
two  outgoing  members  were  candidates  for  re-election.  The 
following  proposition  was  also  submitted  to  the  voters  at 
the  same  election:  "To  allow  the  Board  of  Education  to 
raise  the  sum  of  ten  thousand  dollars,  by  loan  or  taxation, 
for  the  purpose  of  building  two  new  school  buildings,  re- 
pairing and  fitting  up  old  ones,  furnishing  the  new  hall,  and 
improving  the  grounds."  The  candidates  of  the  Board  were 
defeated  by  a  vote  of  386  to  122,  and  the  proposition  to  bor- 
row $10,000  by  a  vote  of  412  to  94.  This  crushing  defeat  of 
the  Board  was  caused  probably  not  so  much  by  what  it  had 
done  in  the  past  as  from  fear  of  what  it  might  do  in  the  fu- 
ture. It  was  certainly  not  wisdom  on  the  part  of  the  Board 
to  ask  for  more  money  for  building  purposes  at  that  time, 
and  the  wording  of  the  proposition  could  not  possibly  have 
been  worse.  It  invited  defeat.  The  position  of  the  Board 
was  this:  it  had  provided  excellent  accommodations  for 
half  the  pupils  of  the  city,  and  this  made  the  other  half  all 
the  more  urgent  in  their  demands  for  suitable  school  build- 
ings; they  were  in  sore  need  of  them;  there  could  be  no 
question  about  that;  and  in  their  sincere  desire  to  do  justice 
to  all,  the  Board  submitted  the  question  to  a  vote,  ignoring 
all  expediency  in  the  case.  The  people  had  just  completed 
the  first  school  building,  and  it  had  placed  upon  them  a  debt 
of  $50,000.  This  fact  should  have  been  recognized  as  being 
a  sufficient  reason  for  giving  the  people  some  time  to  rest. 
The  defeat  of  this  just  but  ill-timed  demand  for  more  school 
buildings  immediately  would  have  been  a  matter  of  small 
importance,  had  it  not  produced  a  condition  that  made  good 
schoolhouses  impossible  when  the  time  did  come  for  build- 
ing them.  The  character  of  the  ward  schools  that  were 
afterwards  built  makes  this  point  sufficiently  clear.  The 


PERIOD  OF  COLLEGE   CONTROL:  1862-1874  17 

men  who  built  the  High  School,  would  never  have  put  up 
the  ward  schools  that  were  built  in  the  next  ten  years.  The 
effect  of  this  election  was  felt  not  only  in  the  kind  of  school- 
houses  that  were  built,  but  also  among  the  citizens  in  a 
growing  dissatisfaction  with  the  character  of  the  work  done 
in  the  schools.  Before  this  calendar  year  had  closed  it 
seemed  necessary  to  the  Board  to  vote  a  resolution  of  confi- 
dence in  the  Superintendent  of  Schools,  which  was  done 
unanimously,  on  the  motion  of  Director  Henry  R.  Sander- 
son. However,  a  committee  of  five  persons,  not  members  of 
the  Board,  was  appointed  at  the  request  of  the  Superintend- 
ent to  make  a  personal  visitation  and  examination  of  the 
schools  and  to  report  to  the  Board  their  condition  and  prog- 
ress. 

In  the  summer  of   1867   an   addition  was   made  to  the 
brick  schoolhouse  on  East  Main   street,   together  jmprove- 
with  some  repairs   upon   it.     The  job   cost   $206.  JJSkfin 
A  lot  on   the   southwest   corner   of  Kellogg   and  1867- 
Losey  streets  was   purchased  of  S.  M.  Cox  for  $850.    The 
Tryon  schoolhouse  with  its  fixtures   was   bought   for  $500 
and  placed  on  this  lot.    A  special  committee  was  appointed 
to  find  a  suitable  lot  in  the  Fourth  Ward  for   a  new  school 
building.    These  were  the  improvements  and  additional  ac- 
commodations provided  this  year. 

At  the  November  meeting  of  the  Board  in  1868  a  special 
committee  which  had  been  appointed  in  July  pre-  Foupth 
vious,  on  motion  of  Henry  R.  Sanderson,  to  select 
locations  for  new  schoolhouses  in  the  Fourth 
Ward  and  the  Fifth  Ward,  recommended  a  lot,  ten  by 
twelve  rods,  on  the  southeast  corner  of  Mulberry  street 
and  Allen's  avenue  as  a  desirable  site  for  a  new 
schoolhouse  in  the  Fourth  Ward.  The  lot  thus  rec- 
ommended was  purchased  at  this  meeting  for  $1,550. 
In  May,  1869,  J.  P.  Chapman  was  employed  to  make  plans 
for  a  four-room  brick  building.  The  contract  for  the  con- 
struction of  this  building  was  let  to  M.  D.  Billings  for 


18  GALESBURG   PUBLIC   SCHOOLS 

$8,800.  It  was  supplied  with  stoves  at  a  cost  of  $241.50  and 
the  furniture  cost  $1,553.12.  Lightning  rods  were  placed  on 
this  building  by  J.  W.  Smith  at  twenty-five  cents  a  foot  and 
three  dollars  a  point.  This  custom  of  placing  lightning  rods 
on  the  schoolhouses  was  continued  until  1904.  The  total 
cost  of  the  Fourth  Ward  School,  including  lot,  building, 
furniture  and  heating,  was  $12,144.62.  School  was  opened 
in  it,  January  10,  1870,  just  three  years  after  the  opening 
of  the  High  School.  After  the  Fourth  Ward  building  was 
completed  the  Board  seriously  entertained  the  proposition 
to  sell  a  part  of  the  school  lot.  The  matter  was  referred  to 
the  Finance  Committee  with  power  to  act.  This  action  is 
in  striking  contrast  to  that  of  the  Board  that  purchased 
the  Moshier  lot  in  1863  for  the  High  School. 

It  required  three  years  of  agitation  to  get  the  Fourth 
Board's  Ward  building  which  provided  four  schoolrooms, 
5>ecityn  anc*  *t  took  three  years  more  to  get  another  four- 
councii.  room  building  in  the  Fifth  Ward.  During  these 
six  years  all  the  school  buildings  were  overcrowded;  the 
few  tuition  pupils  were  refused  admission,  and  half-day 
sessions  for  the  primary  grades  were  resorted  to.  One 
cause  of  this  delay  in  erecting  new  buildings  was  due,  no 
doubt,  to  the  fact  that  the  Board  of  Education  had  become 
involved  in  a  suit  with  the  City  Council  to  determine  the 
Board's  right  to  raise  money  for  school  purposes.  The 
Board  of  Education  early  formed  the  habit  of  appointing, 
annually,  a  committee  to  wait  on  the  City  Council  and  re- 
quest it  to  levy  a  tax  for  the  running  expenses  of  the  schools 
and  to  issue  bonds  for  building  schoolhouses.  Naturally, 
under  these  circumstances  the  City  Council  was  not  long  in 
coming  to  think  that  it  was  the  guardian  of  the  Board  of 
Education.  As  might  be  expected,  a  body  of  men,  elected 
for  an  entirely  different  purpose  and  having  nothing  to  d'o 
with  the  conducting  of  the  schools  except  to  share  the  pub- 
lic funds  with  them  when  requested,  would  sooner  or  later 
come  to  the  conclusion  that  the  schools  were  calling  for  too 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  19 

much  money,  and  that  it  was  necessary  to  exercise  their 
right  of  guardianship.  The  following  is  a  good  illustration 
of  the  attitude  of  the  Board  of  Education  towards  the  City 
Council  in  those  days  : 

"Galesburg,  111.,  Feby  13,  1871. 

"The  Board  of  Education  would  respectfully  represent  to  the 
Honorable  Mayor  and  City  Council  of  the  City  of  Galesburg  that 
the  present  school  accommodations  of  the  Third  and  Fifth  Wards 
are  entirely  inadequate  to  meet  the  necessities  of  the  case.  The 
Third  Ward  has  one  schoolhouse  with  seats  for  seventy-two  pupils, 
while  the  number  who  ought  at  the  present  time  to  be  received 
there  without  anticipating  future  increase,  is  two  hundred  and  four- 
teen. In  the  Fifth  Ward  the  case  is  still  worse.  Two  hundred  pu- 
pils of  the  primary  and  intermediate  grades  require  accommoda- 
tions here,  while  there  is  at  present  room  for  but  forty — and  that  in 
a  building  which  for  years  has  with  difficulty  been  kept  from  falling 
to  pieces  of  its  own  weight.  A  part  of  these  scholars  are  now  re- 
ceived in  the  High  School  building,  thus  crowding  it  to  excess  and 
overtaxing  the  teachers.  In  view  of  these  facts,  the  Board  of  Edu- 
cation respectfully  request  the  Common  Council  to  submit  to  the 
voters  of  Galesburg  at  the  approaching  Charter  election,  a  propo- 
sition to  vote  the  sum  of  twenty  thousand  dollars  ($20.000)  for  the 
purpose  of  building  two  schoolhouses,  one  in  the  Third  Ward  and 
one  in  the  Fifth  Ward,  similar  to  the  one  recently  completed  in  the 
Fourth  Ward  of  this  city." 

The  City  Council  granted  the  above  petition  and  sub- 
mitted to  the  voters  at  the  city  election  the  prop-  Suit 
osition  of  raising  twenty  thousand  dollars  for  new  city1"8* 
school  buildings  by  a  special  school  tax.     There  Coimcl1- 
were  583  votes  cast  in  favor  of  the  special  tax  to  398  against 
it,  but  the  Council  refused  to  canvass  the  vote.    The  Board 
petitioned  the  Council  to  canvass  the  vote,  but  it  still  re- 
fused to  do  so.    The  Board  then  asked  the  Council  to  submit 
the  question  to  arbitration,  Judge  C.  B.  Lawrence,  a  mem- 
ber of  the   Supreme  Court  and  a  resident  of  the  city,  to  be 
the  arbitrator.    This,  also,  the  Council  declined  to  do.    The 
Board  again  came  to  the  City  Council  and  petitioned  it  to 


20  GALESBURG   PUBLIC   SCHOOLS 

submit  an  agreed  case  to  the  Supreme  Court,  but  it  was  of 
no  avail.  The  City  Council  would  do  nothing  in  the  matter. 
The  Board  of  Education,  as  a  result,  was  compelled  to  re- 
sort to  other  measures.  It  presented  to  the  City  Council  in 
June,  1871,  a  tax  levy  of  $28,000  for  all  school  purposes  for 
the  coming  year.  This  levy  the  Council  refused  to  make, 
whereupon  the  Board  brought  suit  in  the  Circuit  Court,  the 
result  of  which,  after  a  jury  trial  to  determine  the  facts,  was 
a  peremptory  mandamus  issued  by  Judge  A.  A.  Smith, 
commanding  the  City  Council  to  make  the  tax  levy.  The 
case  was  promptly  appealed  by  the  city  to  the  Supreme 
Court. 

A  different  course  was  pursued  with  the  tax  levy  of 
Tax  Levy  1872.  The  Board  of  Education,  on  its  own  ac- 
of  1872.  count,  submitted'  to  the  voters  of  the  city,  July 
29th,  a  proposition  to  authorize  it  to  raise  $13,000  as  a  spe- 
cial school  tax.  There  were  192  votes  cast  in  favor  of  this 
proposition  to  151  against  it.  A  tax  of  $26,000  for  all  school 
purposes  was  levied  this  year.  The  change  in  the  revenue 
law  of  1872  made  the  point  at  issue  in  the  case  pending  in 
the  Supreme  Court  a  matter  of  no  further  interest  to  the 
Board  of  Education,  and  it  was  accordingly  dismissed  by 
the  city  on  the  understanding  that  the  Board  would  not  ex- 
ercise the  rights  granted  by  the  mandamus.  Thus  ended  the 
litigation  that  had  extended  through  fifteen  months. 

At  the  first  regular  meeting  of  the  Board  after  the  spe- 
Fifm  c^a^  tax  °f  $13,000  had  been  authorized  by  the  elec- 

schooi  tion  ne^  *n  July>  ^  was  voted,  on  motion  of  Di- 
Buiiding.  rector  Huntington  of  the  Seventh  Ward,  to  build 
a  schoolhouse  in  the  Fifth  Ward.  It  was  more  than  a  year 
before  the  building  was  completed.  The  plans  were  made 
by  the  Building  Committee.  The  contract  was  awarded  to 
A.  Walbaum  for  $13,000  and  Timothy  Nash  was  appointed 
superintendent  of  construction.  Furnaces  were  placed  in 
the  building  at  a  cost  of  $450,  and  the  furniture  contract 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874  21 

was  given  to  the  National  School  Furniture  Co.  for 
$1,296.50.  The  grounds  cost  $1,650,  thus  making  the  total 
cost  of  the  Fifth  Ward  School  $16,396.50.  School  was 
opened  in  this  building  in  September,  1873. 

There  is  an  interesting  fact  connected  with  the  purchase 
of  the  lot  for  this  building,  illustrating  what  AStrange 
strange  mistakes  and  gross  negligence  good  and  Mistake- 
capable  people  sometimes  fall  into  and  how  serious  may  be 
the  consequences.  On  July  13,  1868,  a  lot  twelve  rods 
square,  on  the  southeast  corner  of  Academy  and  Knox 
streets,  was  purchased  of  M.  L.  Comstock  for  $1,350;  but 
the  schoolhouse  stands  on  the  northeast  corner  of  Academy 
and  Second  streets,  while  there  is  nothing  in  the  County 
Records  to  show  that  the  Board  of  Education  ever  owned 
either  lot.  On  the  records  of  the  Board  for  May  8,  1871, 
however,  is  an  account  of  an  exchange  of  lots  in  the  "Third 
Ward"  with  Mrs.  Mary  E.  Rugar  for  $300,  the  difference 
to  be  paid  her  by  the  Board.  There  is-  evidently  a  mistake 
in  the  name  of  the  ward  in  this  record.  It  should  read 
"Fifth  Ward,"  not  "Third  Ward,"  for  the  County  Records 
show  that  Knox  College  deeded  to  Mrs.  Mary  E.  Rugar  the 
land  where  the  schoolhouse  now  stands,  but  there  is  no 
record  that  she  ever  deeded  it  to  anyone;  while  there  is  a 
record  that  she  received  a  deed  from  Joab  Comstock  for  the 
lot  twelve  rods  square  on  the  southeast  corner  of  Academy 
and  Knox  streets,  the  land  originally  purchased  by  the 
Board  of  Education.  The  mistake  in  the  name  of  the  ward 
in  the  Records  of  the  Board  may  be  explained  by  the  fact 
that  the  committee  which  selected  the  present  school  site  in 
the  Fifth  Ward,  on  the  same  trip  of  inspection  examined 
several  locations  in  the  Third  Ward  for  the  purpose  of  de- 
termining, if  possible,  a  school  site  in  that  ward.  Thus  the 
two  wards  separated  by  the  diagonal  of  the  city,  one  being 
in  the  southwest  part  and  the  other  in  the  northeast  part, 
were  brought  together  in  thought,  and  their  names  were  ex- 
changed by  the  person  making  the  record. 


22  GALESBURG   PUBLIC    SCHOOLS 

The  last  action  taken  in  this  period  to  provide  school 
Third  accommodations  was  on  February  14,  1874, 
sXerpur-  when  four  lots  on  the  southeast  corner  of  Cherry 
chased.  an(j  Selden  streets  were  purchased  for  $1,200  as  a 
location  for  the  Third  Ward  School. 

The  first  janitor  employed  by  the  Board  of  Education 
was  Nels  Swanson,  and  he  continued  to  do  all  the 
janitor  work  for  the  schools  in  the  central  part  of 
the  city  to  January,  1874,  when  he  resigned,  and  John  Mo- 
burg  was  appointed  in  his  place.  He  never  had  fewer  than 
two,  and  sometimes  had  three  buildings  to  care  for.  The 
first  year  he  took  care  of  the  old  Academy  and  the  Colton 
building  for  $15  per  month.  His  salary  was  gradually  in- 
creased, until,  in  1867,  it  was  fixed  at  $600  for  the  entire 
year,  but  after  that  year  he  received  $50  per  month  while 
the  schools  were  in  session,  and  $20  a  month  during  va- 
cation. The  janitor  work  in  the  branch  schools  was  done 
by  boys  who  were  paid,  at  first,  twenty-five  cents  a  week. 
In  1865,  when  the  Board  was  paying  sixteen  cents  a  bushel 
for  coal,  these  boys  received  twenty-five  to  fifty  cents  a 
week  for  their  services.  In  those  days  boys  of  well-to-do 
parents  were  glad  to  do  such  work;  Wm.  D.  Sanborn,  for 
example,  was  voted  the  sum  of  three  dollars  and  twenty- 
five  cents  for  ten  weeks'  service  as  janitor.  It  reminds  one 
of  what  General  Grant  says  in  his  Memoirs  about  his  boy- 
hood days,  "I  did  not  like  to  work ;  but  I  did  as  much  of  it, 
while  young,  as  grown  men  can  be  hired  to  do  in  these  days, 
and  attended  school  at  the  same  time.  It  was  only  the  very 
poor  who  were  exempt  from  labor." 

The  value  of  trees  for  shade  and  ornament  was  not  un- 
Tree  known  in  those  early  days.  Messrs  Allen,  Arnold, 

Planting.  an(j  Qaycomb  gave  some  trees  to  the  teachers  and 
pupils  of  the  Fourth  Ward  School,  who  planted  them  with 
proper  exercises;  and  all  the  parties  received  a  vote  of 
thanks  from  the  Board  of  Education.  When  the  High 
School  building  was  completed  in  1867,  Director  J.  V.  N. 


PERIOD   OF  COLLEGE  CONTROL:  1862-1874  23 

Standish  was  added  to  the  Committee  on  Buildings  and 
Grounds  for  the  express  purpose  of  ornamenting  the  High 
School  grounds.  This  was  all  before  Arbor  Day  was  heard 
of. 

During  the  twelve  years  of  this  period  the  Board  of  Ed- 
ucation built  the  Depot  School  at  a  cost  of  $435 ; 
purchased  the  grounds  and  erected  the  High 
School,  a  ten-room  building,  with  a  chapel,  costing 
$59,269.62;  the  Fourth  Ward  School,  a  four-room  building 
costing  $12,144.62;  the  Fifth  Ward  School,  another  four- 
room  building  costing  $16,396.50;  also  purchased  the  old 
Baptist  Church  building  for  $1,100,  and  later  the  grounds 
for  $2,500,  and  the  site  for  the  Third  Ward  School  for 
$1,200.  This  makes  a  total  investment  of  $93,046.03  in  per- 
manent improvements  during  the  entire  period. 

3.       THE    BOARD    AND    ITS    RESPONSIBILITIES. 

The  organization  of  the  schools  was,  of  course,  a  distinc- 
tive and  prominent  feature  of   this    period.     The  A11  Mat_ 

ters  Re- 
ferred to 


patrons,  the  Board  of  Education,  the  Superintend-  ters  Ke~ 


ent,  the  teachers  and  the  pupils,  were  the  parties  the  Board. 
involved.  During  the  time  in  which  they  were  learning  the 
scope  of  their  rights  and  duties  by  actual  experience,  some 
confusion  and  friction  unavoidably  occurred.  This  sig- 
nificant entry  is  made  in  the  records  of  these  early  years: 
"It  was  voted  that  the  Clerk  is  hereby  directed  to  publish  in 
the  Free  Democrat  the  monthly  proceedings  of  this  Board, 
omitting  such  personal  matters  as  he  may  deem  not  ex- 
pedient to  publish." 

The  Board  of  Education  being  the  source  of  all  power 
and  authority,  at  first  everyone  in  doubt  or  trouble  went  to 
it  for  guidance  or  relief. 

The  parent  whose  child  had  not  been  advanced  or  had 
been,  in  his  judgment,  mistreated  by  the  teacher,  Dissatis- 
appeared  before  the  Board   and   made  complaint,  ents. 
In  all  such  cases  a  committee  would  be  appointed  to  investi- 


24  GALESBURG   PUBLIC    SCHOOLS 

gate  and  make  its  report  at  the  next  meeting.  There  is  a 
record  of  at  least  sixteen  such  cases  in  the  first  few  years. 
In  most  of  the  cases  the  teacher  was  sustained,  but  in  three 
of  them  she  was  censured  by  a  vote  of  the  Board,  and  the 
Clerk  was  directed  to  notify  her  of  its  action.  Three  peti- 
tions signed  by  citizens,  asking  for  the  transfer  or  dismissal 
of  teachers,  were  presented  to  the  Board.  This  course  of 
action,  in  time,  bore  its  fruit.  In  1864  two  of  the  teachers 
were  taken  into  court  and  fined.  The  climax  had  been 
reached.  Professor  George  Churchill,  a  member  of  the 
Board,  arose  to  the  occasion.  At  the  December  meeting  in 
1864  he  presented  the  following  ringing  resolution.  It  no 
doubt  expressed  the  best  opinion  of  the  community  at  that 
time,  and  it  has  represented  the  attitude  of  the  Board  on 
school  discipline  from  that  day  to  this. 

The  resolution  on  school  discipline  offered  by  Professor 
Resolution    Churchill  and  adopted  by  the  Board  in  December, 
1864,  was  as  follows: 


"Inasmuch  as  two  of  our  teachers  have  been  in- 
volved in  legal  prosecutions  by  reason  of  inflicting  corporal  punish- 
ment upon  their  pupils,  we  deem  it  proper  to  give  our  teachers 
some  rule  of  action  in  regard  to  it.  And  first,  we  wish  it  distinctly 
understood  that  good  order  must  always  be  maintained  in  all  the 
schools.  To  accomplish  this  we  urge  upon  the  teachers  the  use  of 
their  tact,  kindness  and  firmness;  appeals  to  the  nobler  nature  of 
the  scholar,  and  a  generous  trust  in  his  honor.  But  when  all  these 
fail,  as  fail  they  sometimes  will,  one  of  two  courses  must  be  re- 
sorted to  —  expulsion,  or  corporal  punishment.  The  former  we  cannot 
recommend,  as  school  is  the  proper  place  for  the  cultivation  of  good 
manners  and  morals,  which  such  scholars  especially  need.  Hence, 
the  latter  becomes  a  necessity.  And  we  distinctly  say  to  both 
teachers  and  scholars,  that  we  stand  by  and  defend  the  teachers  in 
the  use  of  corporal  punishment  when  it  seems  absolutely  necessary 
to  the  maintainance  of  good  order  in  the  school,  cautioning  the 
teachers  in  its  use  to  temper  it  with  the  most  prudent  measures  the 
circumstances  will  allow;  while  at  the  same  time,  they  promptly, 
completely  and  unconditionally  subdue  the  pupil  under  discipline. 
Furthermore  we  request  parents  feeling  aggrieved  at  the  course  of 
any  of  our  teachers,  to  enter  complaints  to  the  Board  of  Education 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874  25 

rather  than  attempt  to  seek  redress  before  a  legal  tribunal,  thus 
breaking  down  the  authority  of  the  teacher  over  all  the  pupils,  and 
directly  tending  to  destroy  good  order  and  discipline  in  all  the 
schools." 

It  would  not  be  correct  to  infer  from  the  foregoing  reso- 
lution that  pupils  in  those    days    were    never  ex- 

Pupils 

pelled  from  school,  for  there  are  records  of  several  sometimes 

Expelled. 

cases  of  suspensions  and  expulsions.  The  follow- 
ing rule  was  adopted  in  May,  1865,  on  motion  of  Professor 
Churchill  himself:  "Any  scholar  convicted  of  presenting 
forged  excuses  to  a  teacher  shall  be  expelled  from  school 
without  power  of  re-instatement  except  by  a  unanimous 
vote  of  the  entire  Board  of  Education."  As  late  as  1870, 
Professor  Churchill  and  Superintendent  Roberts  were  ap- 
pointed a  committee  to  prepare  and  have  printed  a  "Circular 
to  Parents  on  the  Duties  of  Parents  and  the  Manner  of  Con- 
ducting Schools." 

The  teacher  as  well  as  the  parent  came  to  the  Board,  and 
on  some  very  trivial  matters,  as,  for  example,  to 
ask  for  a  day's   leave  of   absence  or   to   have   the  come  to 

.  the  Board. 

desks  in  her  room  rearranged.  Two  teachers  occu- 
pying the  same  room  could  not  agree  as  to  the  way  the 
desks  should  be  arranged,  and  they  brought  the  problem  to 
the  Board  for  its  decision.  To  decide  this  momentous  ques- 
tion the  following  resolution  was  adopted :  "Resolved,  That 
Professor  Standish  of  Lombard  University,  Professor  Corn- 
stock  of  Knox  College,  and  J.  H.  Knapp,  County  Superin- 
tendent of  Schools,  be,  and  are  hereby  appointed  a  Commit- 
tee to  decide  how  the  seats  shall  be  arranged  in  the  room 
occupied  by  the  two  lady  teachers  and  that  their  decision 
shall  be  final."  This  was  in  1864,  and  it  is  interesting  to 
note  that  the  resolution  provided  for  both  of  the  colleges 
being  represented  in  the  case. 

It  would  be  interesting  to  know  how  much  of  this  rest- 
lessness under  restraint  was  due  to  the  new  conditions,  how 


26  GALESBURG   PUBLIC   SCHOOLS 

much  to  the  severity  of  the  rules,  and  how  much  to  the  spirit 
of  the  times. 

The  length  of  the  noon  recess  seems  to  have  given  the 
Noon  Board1  some  trouble.     It  was  made  at  first  a  half 


hour;  in  a  short  time  it  was  changed  to  an  hour; 
and  the  next  month  it  was  made  an  hour  and  a  half.  An  at- 
tempt was  made  apparently  to  adjust  it  to  the  varying 
length  of  the  days,  for  this  formula  was  repeated  several 
times.  The  question  was  permanently  settled  in  November, 
1864,  on  motion  of  Professor  Churchill.  The  noon  recess  waa 
made  an  hour  and  a  half  at  that  time,  and  it  has  remained  so 
to  the  present  time.  No  other  single  act  of  the  Board  has 
contributed  so  much  to  the  health  of  the  pupils.  The  time  is 
sufficiently  long  to  allow  a  pupil  living  in  any  part  of  the 
city  to  walk  to  his  home,  get  his  usual  meal  and  return  in 
time  for  the  afternoon  session.  In  order  to  conserve  his 
health  what  does  the  pupil  need  more,  after  being  confined 
in  the  schoolroom  during  the  morning  session,  than  to  fol- 
low this  program;  and  what  would  better  prepare  him  for 
doing  effective  work  in  the  afternoon  session?  This  is  par- 
ticularly true  in  regard  to  the  High  School  students. 

Examinations  played1  a  prominent  part  in  those  days. 
Apparently  nothing  in  the  whole  system  was  quite 
so  important,  and  the  greatest  care  was  exercisod 
in  seeing  that  they  were  conducted  without  prejudice,  for  it 
was  a  process  of  sifting  the  chaff  from  the  grain.  One  of  the 
standing  committees  of  the  Board  was  the  Examining  Com- 
mittee. It  was  composed  of  five  members ;  two  citizens,  two 
members  of  the  Board,  and  the  Superintendent  of  the 
Schools.  Its  duty  was  to  examine  all  applicants  for 
positions  as  teachers  in  the  schools,  and  it  held 
meetings  for  this  purpose  at  stated  times,  due  no- 
tice of  which  appeared  in  the  city  paper.  With  all 
this  effort  to  be  fair  and  just,  the  Board  did  not  escape 
criticism.  It  was  said,  "Is  not  a  majority  of  the  committee 
connected  with  the  Board?"  The  advisability  of  appointing 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  27 

an  examining  committee  composed  entirely  of  members  out- 
side of  the  Board,  was  at  one  time  seriously  considered. 
However,  in  1865  and  thereafter,  three  members  of  the 
Board  and  the  Superintendent  of  Schools  were  made  the 
Examining  Committee.  All  pupils  admitted  to  the  High 
School  were  examined  by  a  committee  of  the  Board  and  the 
Superintendent.  There  were  two  regular  examinations  each 
year  in  the  grades ;  one  at  the  close  of  the  first  term  in  De- 
cember, which,  so  far  as  practicable,  was  written ;  and  one, 
at  the  close  of  the  second  term,  which  was  oral  and  to  which 
parents  and  friends  were  especially  invited.  For  a  pupil  to 
be  absent  from  one  of  these  examinations  meant  suspension 
from  school. 

The  Board  of  Education  was  slow  in  learning  to  use  its 
standing  committees  to  do  the  detail  work.    It  at- 

Absenc« 

tempted  to  attend  to  everything  itself  as  a  body,  of 
Not  until  June,  1873,  did  it  have  a  committee  to 
recommend  the  appointment  of  teachers;  and  then  it  was 
made  only  a  special  committee  for  that  year.  It  was  ap- 
pointed on  the  motion  of  Director  Fred  A.  Willoughby. 
Previous  to  this  time  there  was  no  particular  method  of  se- 
lecting the  teachers.  They  were  elected  singly,  or  in  groups, 
at  different  meetings  during  the  vacation,  on  motion  of  some 
member  of  the  Board.  The  informal  ballot  was  called  for  in 
some  of  the  elections.  The  assignment  of  the  teachers  to 
their  positions  was  made  at  a  different  time,  in  the  same 
way — by  a  vote  of  the  Board;  frequently  the  salaries  were 
determined  at  still  another  meeting.  There  were  years 
when  scarcely  a  meeting  was  held  at  which  some  member 
did  not  move  to  have  the  salary  of  some  certain  teacher  in- 
creased. At  the  end  of  a  term  it  was  not  unusual,  by  vote 
of  the  Board,  to  change  the  positions  of  several  teachers. 
Nothing  ever  seemed  settled  for  the  year.  This  method  of 
doing  business  was  either  the  source  or  the  result  of  a  great 
deal  of  unrest  and  dissatisfaction  among  the  teachers.  As 
the  Board  gradually  learned  to  delegate  some  of  its  powers 


28  GALESBURG   PUBLIC    SCHOOLS 

to  its  committees,  superintendent  and  teachers,  an  orderly 
system  of  school  management  was  developed. 

4.      POSITION   OF  THE  SUPERINTENDENT  ;   REGULATIONS  FOR 
TEACHERS  AND  PUPILS. 

The  head  of  the  school  system,  Mr.  J.  B.  Roberts,  was  at 
first  called  Principal,  then  Principal-Superintendent  and 
finally  Superintendent.  These  names  indicate  the  evolution 
of  the  office;  they  appear,  however,  interchangeably  from 
the  first.  In  re-electing  Mr.  Roberts  in  1866,  the  term 
"Superintendent  of  City  Schools"  was  first  formally  used. 
The  record  reads,  "It  was  voted,  on  motion  of  Professor 
Standish,  that  Mr.  Roberts  be  hereby  continued  as  Superin- 
tendent of  City  Schools  until  otherwise  ordered  by  the 
Board."  This  settled  the  tenure  of  the  superintendency  for 
Mr.  Roberts,  for  he  continued  to  fill  that  office  without  re- 
election for  eight  years,  or  until  he  handed  in  his  resigna- 
tion in  1874.  Mr.  Roberts  was  at  first  Principal  of  the  High 
School  and  devoted  his  time  mainly  to  teaching,  having  only 
a  very  general  and  limited  supervision  of  the  primary 
schools,  or  branch  schools,  as  the  ward  schools  were  orig- 
inally called.  The  Grammar  School  in  the  Colton  building 
was  independent  of  his  jurisdiction  during  the  time  Mr. 
Blunt  was  in  charge  of  it. 

At  the    November   meeting    in  1862,  Mr.  Roberts    was 

given  the  authority  to  make  such  changes  among 

the  super-    the  teachers  in   the   graded   schools   and    require 

intendent.  t      ,       .  ,      , 

such  duties  of  the  teachers  in  the  primary  schools 
as,  in  his  judgment,  the  interests  of  the  schools  demanded. 
At  the  next  regular  meeting  he  was  given  power  to  grade 
the  schools  according  to  his  judgment;  no  pupil  could  be 
transferred  from  one  room  to  another  without  his  permis- 
sion. Before  this  school  year  closed,  the  rules  of  the  Board 
were  so  amended  that  the  Superintendent  could  make  such 
reports  to  the  Board  as  he  might  desire,  exactly  as  if  he  were 
a  member  of  the  Board.  The  earliest  printed  rules  and 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  29 

regulations  that  can  now  be  found  were  adopted  in  June, 
1863.  Of  the  eight  rules  defining  the  duties  of  the  Superin- 
tendent, the  first  six  remain  unchanged  to  this  day.  Mr. 
Roberts  was  given  power  in  1864  to  employ  substitutes 
when  teachers  were  sick.  He  was  authorized  in  1868  to 
have  the  necessary  repairs  made  upon  the  several  school- 
houses.  Superintendent  Roberts  continued  to  give  the  most 
of  his  time  as  teacher  in  the  High  School  until  August,  1868, 
when,  on  motion  of  Henry  R.  Sanderson,  it  was  voted  that, 
in  the  opinion  of  the  Board,  the  time  of  the  Superintendent 
for  the  ensuing  year  should  be  wholly  devoted  to  the  general 
supervision  of  the  schools. 

The  salary  of  the  Principal,  or  Superintendent,  of  Schools, 
was  made,  in  1862,  $55  per  month  for  the  time  the 
schools  were  in  session;  this  amounted  to  $550  for 


the  year.     In  1863    it    was    made    $700;  in  1864, 

$1,000;  in  1865,  $1,200;  in  1867,  $1,400;  and  in  1871  it  was 

fixed  at  $1,800. 

When  a  person  was  appointed  as  a  teacher,  neither  the 
salary  nor  the  position  was  determined  ;  these  were 
settled  later.    Teachers  were  required  to  teach  six  Their  DU- 
full  hours    each   day,  three   in   the  forenoon    and 
three  in  the  afternoon.    The  teachers  in  the  primary  divis- 
ions were  allowed  to  close  their  schools  thirty  minutes  earl- 
ier each  session,  but  they  were  required  to  hold  themselves 
in  readiness  to  render  such  assistance  in  the  other  rooms  as 
might  be  required  of  them  during  the  remainder  of  the  ses- 
sion.    In  1865  this  provision  was  so  changed  as  to  allow 
them  to  take  the  entire  hour  from  the  afternoon  session, 
which  was  certainly  not  a  part  of  wisdom,  if  the  shortening 
of  the  school  hours  was  for  the  benefit  of  the  pupils.    All  the 
schools  closed  a  half  hour  earlier  on  Friday  afternoons. 

Teachers  who  were  absent  for  a  day,  or  any  part  of  a 
day,  forfeited  their  wages  for  the  time  absent  ;  but  the  sum 
of  such  forfeitures  might  be  restored  by  a  vote  of  the  Board. 
There  was  a  positive  rule  that  the  Board  would  not  pay  for 


30  GALESBURG   PUBLIC    SCHOOLS 

the  substitute  when  a  teacher  was  absent  on  account  of  sick- 
ness, but  there  are  some  cases  on  record  where  the  teachers 
prevailed  upon  the  Board  to  make  exceptions  to  this  rule. 
The  teachers  were  required  in  1867  to  meet  once  in  two 
weeks  on  Friday  afternoon  at  three  o'clock,  and  it  was  made 
the  duty  of  the  Superintendent  to  report  to  the  Board  the 
names  of  any  teachers  who  were  absent  from  these  meet- 
ings. They  were  given  two  half  days  each  term  for  the 
purpose  of  visiting  the  rooms  of  the  other  teachers.  They 
could  not  read  nor  distribute  any  advertisement,  nor  allow 
any  advertisement  to  be  read  or  distributed  in  any  school- 
room or  upon  any  of  the  school  premises  without  permission 
from  the  Superintendent.  All  teachers  above  the  primary 
division  were  required  to  make  out,  from  time  to  time,  a 
report  of  the  attendance  and  scholarship  of  their  pupils  and 
to  send  a  copy  of  the  same  to  the  parents.  They  were  al- 
lowed to  detain  a  pupil  for  a  reasonable  length  of  time  after 
the  regular  hour  for  dismissing  school,  either  for  purpose  of 
discipline  or  to  make  up  neglected  lessons.  In  cases  of  will- 
ful and  persistent  violations  of  any  of  the  rules  prescribed 
by  the  Board,  teachers  were  given  the  power  to  suspend 
such  pupils,  but  they  were  required  to  notify  immediately 
the  parent  and  the  Superintendent,  stating  the  cause  of  the 
suspension.  Under  certain  conditions  they  were  also  al- 
lowed to  suspend  pupils  who  were  not  provided  with  the 
books  required  by  the  Board. 

The  question  of  salaries  caused  the  Board  of  Education 
no  end  of  trouble.     It  came   up  in  some   form  or 

Salaries 

of  other  at   almost  every  meeting  for  years.    If    it 

Teachers.  .    . 

was  not  a  petition  from  all  the  teachers  or  from  a 
group  of  them,  it  would  be  from  some  individual  teacher  or 
from  some  member  of  the  Board  moving  that  the  wages  of  a 
certain  teacher  be  increased  to  a  stated  amount.  It  is  not 
surprising  that  the  question  was  not  allowed  to  rest,  when 
the  smallness  of  the  salary  paid  at  that  time  is  considered. 
The  first  member  of  the  Board  to  champion  the  cause  of  the 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874  31 

teachers  in  their  efforts  to  secure  better  pay,  was  Dr.  I.  N. 
Candee,  a  member  from  the  Fifth  Ward.  After  Professor 
Churchill  was  elected  to  the  Board,  he  became  their  chief 
advocate.  For  the  first  four  years  of  this  period  the  teach- 
ers were  employed  by  the  week,  the  year  consisting  of  forty 
weeks.  Five  dollars  a  week  was  the  "wages"  paid  all  teach- 
ers in  1862,  except  the  assistant  in  the  High  School,  who  re- 
ceived six  dollars  a  week.  A  committee  was  appointed  in 
December,  1862,  on  motion  of  Dr.  Candee,  to  inquire  into 
the  expediency  of  raising  the  wages  of  the  teachers.  A  pe- 
tition asking  for  an  advance  in  wages  was  received  by  the 
Board  (from  the  lady  teachers)  in  January,  1863.  The  sub- 
ject was  considered  at  some  length,  but  no  action  was  taken. 
In  July,  1863,  Dr.  Candee  again  asked  that  a  committee  be 
appointed  to  investigate  the  question  of  the  adjustment  of 
teachers'  salaries.  Such  a  committee  was  appointed  and  or- 
d'ered  to  report  at  the  next  meeting.  It  reported  in  favor  of 
paying  the  assistant  in  the  High  School  seven  dollars  a 
week  and  the  assistant  in  the  grammar  department  six  dol- 
lars a  week.  This  report,  which  thus  recommended  an  in- 
crease of  one  dollar  a  week  for  two  teachers,  was  adopted. 
In  this  year,  one  teacher,  who  seems  to  have  been  more  per- 
sistent than  the  others,  filed  a  separate  petition  to  have  her 
salary  increased.  The  matter  was  referred  to  one  of  the 
directors  who  reported  at  the  next  meeting  that  he  had 
made  an  arrangement  whereby  the  teacher  was  to  receive 
three  dollars  a  week  over  and  above  the  amount  paid  for 
her  board  and  washing.  The  first  advance  of  salaries  worth 
mentioning  was  made  in  June,  1864.  The  salaries  of  two 
teachers  were  raised  to  eight  dollars  a  week;  those  of  four 
teachers,  to  seven  dollars  a  week ;  and  those  of  all  the  other 
teachers,  to  six  dollars  a  week.  In  January,  1865,  on  mo- 
tion of  Professor  Churchill,  it  was  voted  to  raise  the  sal- 
aries of  all  teachers  who  were  receiving  six  dollars  a  week, 
to  seven  dollars.  In  February,  1865,  seven  teachers  peti- 
tioned to  have  their  salaries  increased  and,  on  motion  of 


32  GALESBURG   PUBLIC    SCHOOLS 

Professor  Churchill,  it  was  voted  to  make  the  salaries  of  all 
teachers  eight  dollars  a  week.  When  the  teachers  were  ap- 
pointed for  the  next  year  there  was  no  increase  of  salaries, 
but  during  the  year  several  teachers  succeeded  in  having 
their  salaries  raised  on  separate  motions  made  at  different 
times.  A  decided  advance  in  salaries  was  made  in  July, 
1866,  as  may  be  seen  by  the  following  action  of  the  Board 
which  was  taken  on  motion  of  Professor  Churchill,  viz : 
"That  the  salaries  in  the  intermediate  and  primary  depart- 
ments be  $450  per  year,  and  that  the  teachers  be  required 
to  obey  fully  and  literally  the  regulations  of  the  Board  con- 
cerning the  attendance  upon  Teachers'  Institutes  and  shall 
not  teach  select  or  private  schools  during  any  vacation." 

The  next  year  brought  the  election  of  1867,  and  no 
further  advance  in  salaries  could  be  expected  after  that  date. 
It  would  have  been  surprising  if  they  had  not  been  reduced. 
When  the  reactionary  Board  came  into  full  control  the  sal- 
aries of  the  teachers  were  cut  ten  per  cent,  but  it  was  done 
in  a  way  that  did  not  reduce  the  size  of  their  orders. 

In  June,  1869,  the  Board  voted  to  employ  the  teachers  by 
school  tne  month ;  and  then,  at  the  same  meeting,  it  voted 
shortened.  to  have  not  less  than  nine  months  of  school.  The 
length  of  the  school  year  up  to  this  date  had  been  ten 
months.  This  brought  from  the  teachers  a  general  petition 
to  have  their  salaries  increased,  which  was  respectfully 
denied. 

Many  requests  for  the  use  of  schoolrooms  for  private 
schools  were  made  by  the  teachers;  and  during  the  year 
many  applied  separately  to  the  Board  asking  for  an  in- 
crease of  salary.  The  result  of  this  agitation  was  that  the 
schools  were  in  session  for  nine  and  one-half  months  that 
year,  and  for  the  following  year  nine  months  and  three 
weeks.  The  third  year,  however,  the  schools  were  in  session 
for  nine  months.  For  the  next  three  years  the  schools  were 
in  session  for  nine  and  one-half  months,  when,  in  1876,  the 
school  year  was  reduced  to  nine  months.  In  1879  the 


*• 


GEO.    CHUR 


M. EVELYN    STRONC 


FIRST  WARD 

The   Representatives  of  the   First   Ward  on   the   Board   of   Education 
since   its   First   Organization   in   June,    1861. 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  33 

schools  were  in  session  nine  months  and  one  week;  after 
which  date  to  the  present  time,  the  school  year  has  been 
nine  months.  Thus  the  action  of  the  Board  in  1869  in 
shortening  the  school  year  one  month,  finally  won  the  de- 
liberate approval  of  the  people;  and  thus  a  measure  orig- 
inally inaugurated  for  economy  was  eventually  accepted  for 
educational  reasons. 

The  time    and    method    of  paying   the    teachers  varied 
greatly.    In  1862  the  Clerk  was  ordered  to  pay  the 

.  J  .  ^    J  Payment 

salaries  at  such  times  and  for  such  amounts  as  the  of  sai- 
teachers  desired,  provided  the  amount  paid  did  not 
exceed  in  any  case  the  wages  due.  At  the  beginning  of  one 
year  it  was  voted  to  pay  the  salaries  at  the  end  of  the  win- 
ter term  and  after  that  monthly  for  the  remainder  of  the 
year.  At  another  time  the  Clerk  was  directed  to  issue  or- 
ders monthly  to  teachers  who  might  desire  their  pay.  The 
salaries  were  allowed  monthly  by  the  auditing  committee  in 
1867.  This  was  done  because  there  was  frequently  no  quo- 
rum at  the  regular  meeting  of  the  Board.  It  was  not  until 
1868  that  money  could  not  be  drawn  from  the  treasury  with- 
out an  order  signed  by  the  President  and  by  the  Secretary, 
and  duly  authorized  by  the  Board  of  Education.  This  rule 
was  made  on  motion  of  Director  Alfred  Knowles.  In  the 
later  years  of  this  period  and  for  many  years  thereafter  the 
salaries  were  allowed  whenever  the  Board  met,  for  the 
length  of  time  the  teachers  had  taught  since  the  last  meet- 
ing. 

The  Knox  County  Institute  was  an  influential  organiza- 
tion in  those  days,  and  it  did  much  to  advance  the 
cause   of    public    education   by    stimulating    the  county 

,  ,...,.  i    Institute. 

teachers  to  greater  proficiency  in  their  work  and 
by  awakening  the    public  mind    to    the   importance  of  the 
common  schools.    The  faculties  of  Knox  and  Lombard  took 
a  prominent  part  in  its  annual  deliberations  and  the  teach- 
ers of  the  city  schools  generally  attended.     The  Board  of 


34  GALESBURG   PUBLIC    SCHOOLS 

Education  appreciated  its  work.  In  1863  it  gave  the  teach- 
ers two  days  to  attend1  the  sessions  of  the  County  Institute 
at  Wataga;  in  1865  it  closed  the  schools  and  requested  the 
teachers  to  attend  the  Institute  at  Oneida ;  and  in  1872  the 
schools  were  closed  and  the  teachers  required  to  attend  the 
sessions  of  the  Institute  held  in  the  High  School  building. 
The  teachers  petitioned  the  Board  to  be  excused  from  at- 
tending its  meeting  in  Knoxville  in  1868. 

At  one  time  the  Board  provided  educational  journals  for 
the  teachers.  At  the  January  meeting  in  1867,  on 
tionai  motion  of  Professor  Churchill,  it  voted  to  sub- 
scribe for  fifteen  copies  of  the  Illinois  Teacher,  two 
copies  of  the  Massachusetts  Teacher,  one  copy  each  of  the 
New  York  Teacher,  the  New  York  Educational  Monthly, 
and  Barnard's  Journal  of  Education — twenty  copies  in  all. 
There  were  many  rules  for  governing  the  pupils  adopted 
during  this  period,  some  of  which  were  very 
pHji?gfer  strict ;  a  few  of  these  still  remain  among  the  pres- 
ent printed  rules  and  regulations,  obsolete, 
though  never  formally  repealed.  In  1862  the  Board  voted 
that  the  boys  and  the  girls  should  not  be  permitted  to  have 
their  recesses  at  the  same  time.  This  rule  did  not  apply  to 
the  branch  schools.  A  rule  requiring  all  pupils  to  be  vac- 
cinated before  entering  school  was  adopted  in  December, 
1865.  When  the  High  School  building  was  opened  this  was 
the  rule  for  tardiness :  "Tardy  pupils  are  not  to  loiter  about 
the  doors  nor  in  the  yard;  but,  immediately  upon  arriving, 
they  shall  enter  the  basement  and  there  remain  quietly  un- 
til called  to  the  Principal's  room,  where  they  must  receive  a 
pass  before  entering  their  rooms."  Stringent  as  was  this 
rule,  it  did  not  prove  effective,  for  under  it  tardiness  flour- 
ished to  an  alarming  extent.  As  many  as  a  thousand  cases 
of  tardiness  occurred  in  a  single  month,  which  is  as  large  a 
number  as  now  occurs  in  a  year,  with  more  than  twice  the 
number  of  pupils  enrolled. 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874          35 
5.      COURSE  OF  STUDY. 

In  the  Public  Library  is  a  single  copy  of  the  Superin- 
tendent's Report  for  the  school  year  ending  June,  1865,  and 
in  this  little  pamphlet  of  twenty-two  pages  is  contained  the 
only  copy,  so  far  as  is  known,  of  a  course  of  study  pursued 
in  the  schools  during  this  period.  From  this  Report  it  is 
learned  that  the  work  below  the  High  School,  in  1865,  re- 
quired only  seven  years,  and  it  was  arranged  in  three  divis- 
ions :  the  primary  division,  comprising  grades  seventh 
and  sixth;  the  intermediate  division,  grades  fifth,  fourth, 
and  third;  and  the  grammar  division,  grades  second  and 
first.  It  will  be  seen  that  the  grades  were  then  numbered  in 
the  reverse  order  from  what  they  are  to-day.  Grade  one,  for 
example,  was  then  the  last  year  in  the  elementary  schools, 
while  to-day  it  is  the  first.  In  analyzing  the  course  of 
study,  the  present  method  of  numbering  the  grades  will  be 
used  as  it  will  make  for  clearness. 

In  the  first  grade,  or  year,  the  pupils  were  taught  read- 
ing from  the  blackboard  and  chart,  Primer  and 
First  Reader;  in  the  second  grade,  the  Second 
Reader  and  part  of  the  Third ;  in  the  third  grade  the  Third 
Reader  was  completed,  with  punctuation,  definitions  and 
parts  of  speech;  in  the  fourth,  fifth  and  sixth  grades  the 
Fourth  Reader  was  used,  with  punctuation  and  elementary 
sounds;  in  the  seventh  grade  the  Fifth  Reader  was  used. 
Wilson's  Readers  were  the  text-books  in  use.  Much  empha- 
sis was  placed  on  good  oral  reading.  The  Board  voted  at 
different  times  the  sum  of  five  or  ten  dollars  to  be  given  as 
prizes  for  the  best  readers.  In  the  fall  of  1870  the  teachers 
were  requested  by  the  Board  to  meet  every  second  week  on 
Thursday  evening  to  practice  reading. 

Arithmetic  was  taught  in  all  the  grades.     Pupils  were 
taught  in  the  first  grade  to  count,  to  add  with  ob-  Arlth. 
jects,   and   to   use   a  table   book;   in   the   second  metlc- 
grade  they  completed  the  table  book  and  took  up  combina- 


36  GALESBURG    PUBLIC    SCHOOLS 

tion  of  numbers  and  the  multiplication  table;  in  the  third 
grade,  the  first  half  of  the  primary  arithmetic,  and  rudi- 
ments of  arithmetic  to  long  division;  in  the  fourth  grade 
primary  arithmetic  was  completed,  with  rapid  combination 
of  numbers,  and  rudiments  of  arithmetic  to  decimal  frac- 
tions; in  the  fifth  grade  rudiments  of  arithmetic  was  com- 
pleted and  intellectual  arithmetic  begun;  in  the  sixth  grade 
they  were  given  practical  arithmetic  to  longitude  and 
time,  with  review,  and  intellectual  arithmetic  to  percent- 
age; in  the  seventh  grade  practical  arithmetic  was  com- 
pleted and  reviewed,  together  with  intellectual  arithmetic. 
Robinson's  Arithmetics  were  the  series  of  text-books  in  use. 
Geography  was  taught  in  all  the  grades  except  the  first. 
The  Primar7  geography  was  completed  in  the 
second  grade;  in  the  third  grade  the  first  half  of 
the  introductory  geography;  in  the  fourth  grade  the  intro- 
ductory geography  was  completed,  with  mapping;  in  the 
sixth  grade  geography  to  Asia,  with  review,  and  map  draw- 
ing; in  the  seventh  grade  geography  was  completed  and  re- 
viewed, with  map  drawing  from  memory.  The  geographies 
used  were  Allen's  Primary,  Colton  and  Fitch's  Intro- 
ductory, and  Mitchell's  New  Intermediate. 

Some  language  work  was  probably  taught  in  connection 
Grammar,  with  reading  and  spelling  in  the  first  three 
grades.  Parts  of  speech  were  taught  in  the  fourth  grade ;  in 
the  fifth  grade  parts  of  speech,  compositions  and  decla- 
mations and  analysis ;  in  the  sixth  grade  Clark's  Grammar 
to  syntax,  with  review;  and  in  the  seventh  grade  Clark's 
Grammar  was  completed  and  reviewed. 

Spelling  was  taught  by  letters  and  sounds  in  the  first 
year;  in  the  second  grade  written  and  oral  spell- 
ing, the  latter  both  by  letters  and  sounds;  in  the 
third  and  fourth  grades  by  letters  and  sounds,  with  Primary 
Speller,  and  with  formation  of  sentences ;  and  in  the  fifth  and 
sixth  grades  both  oral  and  written,  with  definitions  from 
speller  and  reader.    Spelling  was  not  taught  in  the  seventh 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  37 

grade,  or  year.  The  text-books  used  were  Wilson's  Primary 
Speller,  Saunders'  Speller,  and  Parker  and  Watson's  Speller. 

All  pupils  above  the  second  grade  were  required  to  be 
provided  with  dictionaries.  Miscei 

Goodrich's  United  States  History  was  begun  laneous 

Branches. 

and  completed  in  the  seventh  grade. 

Writing  was  taught  throughout  the  grammar  and  inter- 
mediate divisions,  that  is,  in  all  the  grades  above  the  sec- 
ond. 

In  the  first  grade  were  frequent  physical  exercises, 
marching,  singing,  and  recitations. 

Geometry  was  taught  in  the  last  four  years  of  the  ele- 
mentary school.  Oral  lessons  were  given  from  Hill's  First 
Lessons  in  Geometry  in  grades  four  and  five,  and  the  book 
was  used  as  a  regular  text  in  the  hands  of  the  pupils  in 
grades  six  and  seven. 

Oral  instruction  was  given  in  the    first    five  grades,  or 
years,    as    follows :    first    grade,    common   things,  Oral  to_ 
form,  color,  animals,  size,  general  qualities  of  mat-  8truction- 
ter,  trades,  professions,  morals  and  manners;  second  grade, 
the   five  senses,  sound,  light,  air,  water,    printing,    writing 
and  measurements ;  third  grade,  form,  animals,  foreign  pro- 
ducts,   etc.;    fourth    grade,    historical    sketches,    minerals, 
sound,  light,  forces  of  nature  and  oral  lessons  in  geometry; 
fifth  grade,  properties  of  matter,  laws  of  motion,  physiology 
and  hygiene,  and  Hill's  First  Lessons  in  Geometry. 

This  was  the  course  of   study  in  1865.    What   changes 
were  made  in  it  during  the  nine  remaining  years 
of  this  period,  there  is  no  means  of  knowing,  as  the  Grades 
records  of  the  Board  are  silent  on  the  matter  and  High 

.  School. 

no  copies  of  any  reports  printed  in  those  days  are 
extant.  However,  from  the  attendance  records  for  June, 
1874,  it  would  seem  that  there  were  ten  grades  below  the 
High  School.  This  was  probably  the  case,  as  it  is  known 
that  at  that  date  there  were  as  many  as  twelve  grades  in 
some  cities  below  what  was  called  the  High  School. 


38  GALESBURG   PUBLIC   SCHOOLS 

6.     THE  HIGH  SCHOOL  AND  THE  COLLEGES. 

The  High  School  was  the  department  of  the  free  school 
nigh  system  which  the  colleges,  from  the  first,  did  not 

school.  iook  upon  with  favor,  thinking  no  doubt  that  it 
might  do  some  of  their  work  and  consequently  might  get 
some  of  their  students.  Such  danger  was  minimized  in  this 
period  by  the  fact  that  the  Board  of  Education  was  under 
the  influence  of  the  colleges,  and  as  a  result  perfect  har- 
mony prevailed  among  the  three  institutions.  The  tuition 
for  the  High  School  was  made  the  same  as  that  at  Knox 
Academy;  the  High  School  carefully  observed  the  customs 
of  the  colleges,  for  example,  closing  on  the  Day  of  Prayer 
for  Colleges  and  Seminaries  of  Learning ;  and  the  following 
agreement  was  entered  into  by  all,  as  reported  to  the  Board, 
October  10,  1864 :  "We  have  consulted  with  the  faculties  of 
the  colleges,  and  with  their  concurrence  agree  that  no  pupil 
under  censure  from  either  one  of  said  schools  shall  be  re- 
ceived into  the  other  schools  during  the  passing  term  in 
which  they  have  been  censured,  and  the  teacher  of  any 
school  which  shall  have  a  pupil  under  censure,  shall  inform 
the  faculties  of  the  other  schools  of  said  fact."  There  is  a 
record  that  the  President  of  one  of  the  colleges  was  notified 
by  the  Board  that  by  allowing  a  certain  student  to  attend  his 
college  he  was  violating  this  agreement. 

While  there  was  much  care  exercised  in  fixing  the  rate 
Effect  of  °f  tuition,  yet  it  never  amounted  in  any  one  year 
school  to  so  mucn  as  seventy-five  dollars — generally 
lei^At-  much  less.  Thus  it  is  evident  that  the  High  School 
tendance,  ^id  not  affect  the  attendance  at  the  colleges  from 
this  source  to  any  appreciable  extent,  nor  did  it  detract  very 
materially  from  the  attendance  of  the  resident  students,  for 
its  highest  enrollment  in  any  month  of  this  entire  period  was 
only  eighty  pupils;  it  was  generally  about  sixty.  It  is  true 
that  the  attendance  at  Knox  Academy  was  reduced  two 
hundred  by  the  opening  of  the  public  schools.  Less  than 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  39 

one-third  of  these  could  have  entered  the  High  School ;  the 
others  must  have  gone  into  the  grades. 

The  High  School  was   opened  October  14,  1861,  in  the 
old   Academy   building   on  the  north  side   of   the  IjOCation 
Public  Square,  west  of  Broad  street,  where  it  re-  Hi«h° 
mained  four  years,  when  it  was  moved  to  the  old  Sch°o1- 
Baptist    Church,  on   the    northwest    corner    of    Broad  and 
Tompkins  streets.    Here  it  held  half-day  sessions  for  a  year 
and  a  half,  when,  in  January,  1867,  it  was  moved  into  the 
High  School  building,  now  the  Churchill  School.    At  first  it 
occupied  Room  E  in  this  building,  but  in  January,  1868,  it 
was  transferred  to  what  was  then  called  the  Chapel,  which 
was  the  east  half  of  the  third  floor  of  the  High  School  build- 
ing.   This  last  change  was  caused  by  the  crowded  condition 
of  the  schools  at  that  time.    After  the  Fifth  Ward  School 
was  opened,  the  High  School  was  moved  back  to  Room  E. 

The  Superintendent  acted  as  Principal  until  June,  1868, 
when  Edward   Hayes  was   elected  Principal   at  a 
salary  of   $1,200   a  year.     Mr.  Hayes    served   one  of  High 

.  School. 

year,  when  Mrs.  Sarah  M.  McCall  was  appointed 
Principal  at  a  salary    of    sixty    dollars    per     month.     Mrs. 
McCall  was  Principal  for  seven  years. 

The  attendance  of  pupils  decreased  in  the  latter  part  of 
this  period.     The  future  of  the  High  School  was  High 
anything  but    encouraging   at  this  time.     No  one  f^001- 
was   graduated   from   the   High   School   in   1870;  p<>p«lar- 
there  was  only  one  graduate  in  1871"  and  none  in  1872.    The 
Teachers'  Committee  was  directed,  in  July,  1872,  to  inquire 
if  the  services  of  the  assistant  could  not  be  dispensed  with, 
and  in  June,  1873,  the  Committee  on  Rules  and  Regulations 
was  directed  to  report  at  the  next  meeting  on  the  advisa- 
bility of  discontinuing  the  study  of  Latin  and  German  in  the 
High  School.     The  question  was  under  discussion  at  two 
meetings  of  the  Board,  and  it  was  finally  decided  to  drop 
the  German  but  to  continue  the  study  of  Latin.    This  oppo- 


40  GALESBURG   PUBLIC    SCHOOLS 

sition  to  the  High  School  was  not  confined  to  Galesburg;  it 
was  general  throughout  the  state  at  that  time. 

There  were  no  graduating  exercises  in  this  period.     Di- 
plomas were  not  given  until  June,  1865.    At  this 

Graduat-  « «     «  « 

ing  EX-  date  diplomas  were  issued  to  six  persons  for  the 
Class  of  1863,  five  persons  for  the  Class  of  1864, 
and  five  persons  for  the  Class  of  1865.  The  number  of  per- 
sons who  graduated  from  the  High  School  in  this  period  of 
twelve  years  was  thirty. 

In  the  Report  published  in  1865,  appears  the  following 
course  of  statement  as  a  preface  to  the  course  of  study : 
study.  "Pupils  are  admitted  to  the  High  School  upon 
passing  examinations  in  the  subjects  of  the  grammar  de- 
partment. The  present  course  of  study  can  be  completed  in 
about  two  years.  It  is  proposed  to  add  another  year  to  the 
course  when  our  High  School  will  compare  favorably  with 
similar  institutions  in  other  cities.  The  course  is  designed 
to  embrace  all  that  pertains  to  a  fair  English  education,  and 
to  fit  those  who  complete  it  for  business  or  teaching." 
Mathematics  in  this  course  consisted  of  seven  months  of 
algebra,  seven  months  of  geometry,  and  three  months  of 
arithmetical  exercises;  Latin  was  given  seventeen  months; 
the  sciences  consisted  of  natural  philosophy  and  astron- 
omy, which  were  given  seven  months  each,  natural  history, 
physiology,  botany  and  physical  geography  three  months 
each;  three  months  of  rhetoric  constituted  the  course  in 
English;  and  three  months  were  given  to  the  Constitution 
of  the  United  States.  The  following  note  is  added :  "Com- 
positions, declamations,  reading,  spelling,  writing,  drawing 
and  bookkeeping,  will  form  a  part  of  the  stated  general  ex- 
ercises throughout  the  course." 

In  1867  the  boys  of  the  High  School  organized  a  literary 
Literary  society,  which  met  once  a  week  for  the  purpose  of 
society.  improvement  in  public  speaking  and  debating. 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  41 

A  word  should  be  spoken  of  the  third  year  that  was  to 
be  added.  At  a  meeting  of  the  Board  in  Decem-  TheThird 
ber,  1866,  according  to  the  following  record,  "It  Tear- 
was  voted  that  Messrs.  Churchill,  Roberts  and  Standish 
prepare  a  program  of  studies  for  a  third  year  in  the  course 
and  submit  the  same  to  this  Board  at  their  earliest  con- 
venience." There  is  no  record  that  this  committee  ever 
made  its  report.  A  possible  explanation  of  its  failure  to  re- 
port may  be  due  to  the  fact  that  within  six  months  of  its 
appointment  the  reactionary  period  set  in.  There  is  no 
record  of  the  third  year  until  1878. 

7.      THE  QUESTION   OF  COLOR. 

The  school  charter,  which  was  granted  by  the  Legisla- 
ture in  1859,  contains  no  provision  for  the  education  of  col- 
ored children.  This  was  a  strange  omission,  considering 
that  Galesburg  was,  at  that  time,  noted  for  its  abolition  sen- 
timent and  was  one  of  the  stations  on  the  Underground 
Railroad.  In  providing  for  taking  the  school  census,  the 
charter  uses  the  term  "white  children"  only;  and  in  denn- 
ing the  qualifications  for  admission  to  the  schools,  the 
phrase,  "all  free  white  persons"  is  used. 

The  subject  of  a  separate  school  for  the  benefit  of  the 
colored  children  of  the  city  was  introduced  at  a 
meeting  of  the  Board  of  Education  held  July  22,  colored 
1863,  and,  after  some  discussion,  it  was  voted  that 
the  Board  would  furnish   a   teacher   and   pay   all   the  ex- 
penses of  conducting  such  a  school,  if   the   colored  people 
would  furnish  a  suitable  room  for  the  purpose  at  their  own 
expense.    This  would  seem  to   indicate  that   the   idea  of  a 
separate  school  for  colored  children  originated  with  the  col- 
ored people  themselves,  which  would  not  be  at  all  strange. 
A  separate  school  for  colored  children  was  opened  in  Sep- 
tember, 1863,  with  Miss  Mary  Allen  West  as  teacher.     In 
September  of  this  year  the  Board  voted,  "That  the  colored 
children  in  the  district  are  expected  to  attend  the  school  pro- 


42  GALESBURG   PUBLIC    SCHOOLS 

vided  for  them,  and  no  other."  There  is  no  record  indicat- 
ing the  location  of  this  school.  It  was  probably  in  the  old 
Post  Office  building  on  South  Broad  street.  There  were 
sixty  pupils  enrolled  the  first  month  and  ninety-five  the 
fourth  month,  when  the  smaller  children  were  dismissed  at 
noon  and  all  the  time  in  the  afternoon  was  devoted  to  the 
larger  ones.  The  total  number  of  colored  pupils  enrolled 
this  year  was  reported  to  be  134.  The  total  enrollment  for 
1910  was  110.  The  colored  population  of  the  city  at  that 
time  was  357,  of  whom  185  were  under  twenty-one  years  of 
age.  Miss  West  received  for  her  services  the  munificent 
sum  of  six  dollars  a  week.  This  is  the  Mary  Allen  West 
who  lived  to  achieve  a  state,  if  not  a  national,  reputation  as 
an  educator  and  temperance  worker. 

The  colored  school  was  moved  in  January,  1866,  to  the 

south  room  of  the  Monmouth  Street  School,  and  it 

Teachers      was  placed  in  charge  of  C.  A.  Williams,  a  colored 

Colored        man.     It  would  seem    that    the    Board    this  year 

Schools.  .  . 

tried  the  experiment  of  having  the  colored  pupils 
taught  by  teachers  of  their  own  race.  In  addition  to  the 
school  taught  by  Mr.  Williams,  there  was  at  the  same  time 
a  colored  school  on  Mulberry  street,  taught  by  Mrs.  Eliza- 
beth Mitchem,  a  colored  woman,  and  another  in  the  "west 
part  of  the  city,"  taught  by  Miss  Calkins.  There  were  as 
many  as  eight  different  colored  teachers  employed  that  year 
to  teach  those  three  schools,  some  teaching  not  longer  than 
a  week.  The  plan  was  evidently  unsatisfactory,  as  it  was 
abandoned  when  the  High  School  building  was  opened  in 
January,  1867. 

On  the  opening  of  the  High  School,  the  Simmons  Street 
School  was  made  a  colored  school  for  the  primary 
children,  while  those  of  the  advanced  grades  were 
sent  to  the  other  regular  schools.  It  was  voted  by 
the  Board  in  January,  1868,  "That  in  view  of  the 
present  crowded  condition  of  the  rooms  in  the 
High  School  building  and  that  the  rooms  in  the  colored 


PERIOD  OF  COLLEGE   CONTROL:  1862-1874  43 

school  are  not  full,  that  classes  of  a  higher  grade  be  organ- 
ized in  the  colored  school  and  that  all  be  required  to  attend 
there  until  the  building  is  filled."  When  the  Fourth  Ward 
School  was  opened  in  January,  1870,  the  Brick  School,  or 
East  Main  Street  School,  was  made  a  colored  school ;  and  it 
continued  as  such  to  the  close  of  the  school  year  in  June, 
1875,  when  all  attempts  to  have  a  separate  school  for  the  col- 
ored children  were  abandoned.  The  resolution  which  placed 
a  colored  school  in  the  East  Main  Street  schoolhouse  di- 
rected the  Superintendent  to  see  that  all  the  colored  children 
should  attend  their  own  separate  schools. 

Richard  Worthington  et  al,  by    their    attorneys,    Clark 
and  Leach,  appeared  before  the  Board  of  Educa- 
tion on  November  13,  1871,  and  made  a  demand  in  Threat- 
writing  that  their  children  be  admitted  into  all  the 
schools,  and  that  separate  schools  for  colored  children  be 
abolished.    This  called  forth  a  discussion  that  lasted  until 
midnight.    The  Board  finally  voted,  "To  lay  the  whole  mat- 
ter on  the  table  until  the  first  regular  meeting  of  the  Board 
next  after  the  adjournment  of  the  winter  session  of  the  State 
Legislature,  or  until  some  general  law  shall  be  enacted  by 
the  Legislature."    Clark  and  Leach  then  filed  a  written  no- 
tice that  they  would  apply  to  the  Circuit  Court  for  a  writ  of 
mandamus.     Nothing  more  about  this  suit  appears  on  the 
records  of  the  Board. 

The  question    of    separate    colored    schools    was  again 
brought  before  the  Board  at  the  January  meeting, 

1872,  by  the  request  of  a  colored  man  who  asked  ton's  Res- 
olution. 
to  have   his  boy  transferred  from  the   Simmons 

Street  School  to  the  Monmouth  Street  School,  when  it  was 
voted,  "That  the  interests  of  education  in  the  city  would  be 
best  subserved  by  not  making  any  change  in  the  present 
rules  regarding  colored  pupils."  The  following  resolution 
was  offered  by  Director  Huntington  at  the  October  meet- 
ing, 1872: 


44  GALESBURG   PUBLIC    SCHOOLS 

"Resolved,  That  Superintendent  Roberts  be  instructed  by  the 
Board  to  arrange  as  far  as  practicable  for  the  admission  of  any  or 
all  colored  children  under  twelve  years  of  age  into  the  schoolroom 
nearest  their  residence,  provided  such  school  is  of  the  proper  grade 
and,  if  not,  then  to  the  nearest  room  in  which  they  can  be  graded." 

There  was  evident  justice  in  this  resolution,  for  some  of 
the  colored  children  were  practically  deprived  of  school 
privileges  on  account  of  the  great  distance  they  lived  from 
either  of  the  colored  schools.  The  resolution  was  referred, 
on  motion  of  Director  F.  A.  Willoughby,  to  a  special  com- 
mittee to  be  appointed  by  the  chairman  of  the  meeting. 
Directors  Willoughby,  Huntington  and  Churchill  were  ap- 
pointed as  this  committee.  At  the  November  meeting,  the 
majority  of  the  committee  not  being  ready  to  report,  Mr. 
Willoughby  submitted  the  following  as  the  report  of  the 
minority : 

"The  undersigned,  one  of  the  Committee  to  whom  was  refer- 
red the  following  resolution  [the  Huntington  resolution  as  given 
above],  begs  leave  to  report  that,  owing  to  the  absence  of  Mr. 
Churchill,  of  the  Committee,  a  consultation  has  taken  place  be- 
tween two  only  of  the  Committee,  viz:  Mr.  Huntington  and  the  un- 
dersigned, who  being  unable  to  agree,  the  undersigned  recommends 
that  the  resolution  referred  to  the  Committee  be  rejected  and  the 
accompanying  resolution  passed  in  lieu  thereof. 
Respectfully  submitted, 

FRED  A.  WILLOUGHBY, 

of  the  Committee." 

"Resolved,  First,  that  so  long  as  the  colored  citizens  of  this 
The  wu-  school  district  are  compelled  to  pay  taxes  with  the  white 
Res^uf  citizens  to  support  common  schools,  their  children  ought 
tion.  to  receive  equally  with  the  white  children  the  benefits  of 

a  common  school  education. 

"Resolved,  Second,  that  to  limit  the  admission  of  colored  chil- 
dren of  tender  years  to  the  colored  schools,  in  cases  where  said 
colored  schools  are  so  far  remote  from  the  residence  of  such  col- 
ored children  that  they  cannot  attend  them  without  endangering 
their  health,  is  virtually  depriving  such  children  of  the  benefits  of 
the  common  schools. 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  45 

"Resolved,  Third,  that  in  carrying  out  the  spirit  and  intent  of 
the  foregoing  resolutions,  if  it  becomes  necessary  to  admit  colored 
children  to  schools  other  than  those  set  apart  for  them,  no  distinc- 
tion ought  to  be  made  between  the  schools  in  the  central  portion  of 
the  city  and  the  other  public  schools. 

"Resolved,  Fourth,  that  all  orders  and  resolutions  heretofore 
passed  by  the  Board  in  reference  to  colored  children  be,  and  they 
hereby  are,  modified  so  as  to  conform  to  these  resolutions,  and  the 
Superintendent  of  Public  Schools  is  hereby  directed  to  carry  out 
these  resolutions  according  to  the  true  spirit  and  intent  of  the 
same." 

After  the  reading  of  this  minority  report,  a  lively  par- 
liamentary struggle  ensued.  A  motion  was  first  made  to 
lay  the  report  on  the  table  until  the  majority  of  the  com- 
mittee could  make  its  report,  but  this  was  lost  by  a  vote  of 
three  to  three.  After  some  further  discussion  a  motion  to 
refer  the  question  of  admission  of  colored  children  to  the 
schools,  to  the  Superintendent  of  Schools  with  power  to  act, 
was  lost  by  a  vote  of  three  to  three.  The  next  motion  was 
to  postpone  action  until  the  next  regular  meeting,  but  it 
was  defeated  by  a  vote  of  three  to  three.  Mr.  Willoughby 
then  secured  a  vote  on  each  resolution  separately.  The 
first  resolution  was  adopted  by  a  unanimous  vote;  the  sec- 
ond, by  a  vote  of  five  to  one ;  the  third,  by  a  vote  of  five  to 
one ;  and  the  fourth,  by  a  vote  of  four  to  two.  The  roll  was 
called  for  on  each  of  these  seven  questions,  and  it  is  remark- 
able that  the  alignment  was  different  on  every  vote.  The 
effect  of  adopting  this  report  was  to  place  the  schools  in  the 
central  part  of  the  city,  where  were  the  greater  number  of 
the  schools,  upon  the  same  basis  as  the  ward  schools,  or 
the  branch  schools,  as  they  were  sometimes  more  properly 
called.  This  virtually  settled  the  question  of  separate 
schools  for  the  colored  children,  as  it  practically  threw  open 
all  the  schools  of  the  city  to  the  colored  pupils.  No  matter 
what  may  be  the  preference  or  prejudice  of  anyone  on  this 
question,  he  must  admit,  if  he  be  fair-minded,  that  it  is 
practically  impossible  for  a  city  of  this  size,  with  the  colored 


46  GALESBURG   PUBLIC   SCHOOLS 

population  not  segregated,  to  have  separate  schools  for  col- 
ored children,  without  doing  a  great  injustice  to  some  of 
them  —  especially  those  of  tender  years.  The  credit  of  final- 
ly settling  this  question,  which  had  been  a  constant  source 
of  trouble  for  a  decade,  belongs  largely  to  Mr.  Fred  A.  Wil- 
loughby.  Mr.  Willoughby  was  then  a  young  attorney,  who 
had  recently  come  from  Connecticut.  He  was  cultured, 
with  a  philosophic  mind  and  a  poetic  temperament.  He 
afterwards  achieved  distinction  in  the  practice  of  law.  He 
was  the  leading  attorney  for  the  city  in  the  celebrated  Shel- 
don Water-works  case,  perhaps  the  most  important  suit  to 
which  the  city  was  ever  a  party.  It  may  be  of  interest,  in 
connection  with  the  school  case,  to  know  that  Mr.  Wil- 
loughby, in  politics,  was  a  democrat. 

The  colored  school  was  continued  in  the  Simmons  Street 

schoolhouse  until  February  27,  1874,  when  it  was 

colored        destroyed  by  fire.    As  the  Board  received  only  ten 


dollars  for  the  wreckage,  either  the  fire  must  have 
been  very  destructive,  or  the  building  was  of  little 
value.  The  school  was  not  abandoned  at  this  time,  but  it 
was  transferred  to  the  Monmouth  Street  schoolhouse.  This 
building  was  burned,  April  3,  1874,  and  it  proved  to  be  the 
final  argument  in  the  case,  for  the  pupils  were  then  dis- 
tributed to  the  other  schools.  The  colored  school  in  the 
East  Main  Street  schoolhouse  was  continued  until  June, 
1875,  when  it  was  abandoned,  the  daily  attendance  having 
dropped  to  only  twelve  pupils.  Thus  closed  the  history  of 
separate  schools  for  colored  children  in  Galesburg. 

8.      SPECIAL  SCHOOLS. 

Galesburg  once  had  a  German  School  as  a  part  of  its 
German  public  school  system.  It  came  about  in  this  way. 
school.  At  a  meeting  of  the  Board  of  Education  in  May, 
1869,  a  petition  was  presented  from  the  German  citizens  of 
the  city,  asking  that  a  schoolroom  be  furnished  by  the 
Board,  and  supplied  with  a  teacher  by  the  petitioners.  The 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874          47 

petition  was  granted,  and  a  committee  was  appointed  to 
confer  with  the  petitioners  in  regard  to  the  location  of  the 
room.  The  committee,  according  to  its  instructions,  rented 
a  room  for  one  year,  but  its  location  cannot  now  be  de- 
termined. A  petition  signed  by  S.  Beches  and  other  Ger- 
man citizens,  asking  that  Professor  Carl  Eduard  be  ap- 
pointed the  teacher  of  this  school  on  certain  conditions,  was 
received  by  the  Board  and  referred  to  a  special  committee 
for  a  report.  Director  M.  D.  Cooke,  as  chairman  of  this 
committee,  made  the  following  report:  "Professor  Eduard 
is  employed  at  a  salary  of  $700  per  year,  $500  to  be  paid  out 
of  the  public  funds  and  $200  to  be  paid  by  the  scholars  at- 
tending the  school,  the  Board  to  be  responsible  to  Professor 
Eduard  for  his  salary,  and  to  charge  such  tuition  as  may  be 
necessary  to  pay  the  $200 — the  tuition  fee  to  be  charged 
specially  for  instruction  in  German.  No  scholars  will  be 
allowed  to  attend  the  school  except  those  wishing  to  learn 
the  German  language  in  connection  with  the  English,  un- 
less the  number  of  such  be  less  than  seventy-five.  The 
school  shall  be  under  the  general  control  of  the  Board  of 
Education  and  under  the  immediate  supervision  of  the  Su- 
perintendent of  Schools,  subject  to  him  in  all  respects  the 
same  as  other  schools."  This  report  was  accepted  and 
adopted.  The  Committee  on  Buildings  and  Grounds  was 
instructed  to  finish  the  west  basement  room  of  the  Fourth 
Ward  schoolhouse  and  furnish  the  same  at  the  lowest  pos- 
sible figure,  for  the  German  School.  The  tuition,  which  was 
to  be  paid  in  advance,  was  fixed  at  $1.25  per  quarter,  or  ten 
weeks.  The  German  citizens  seem  to  have  had  a  great  deal 
of  trouble  in  getting  their  school  affairs  adjusted,  and  they 
were  certainly  unfortunate  in  the  end  as  the  sequence 
shows. 

The  German  citizens  again  petitioned  the  Board  in  Octo- 
ber, 1871.     This  time  it  was  in  regard  to  paying  ^ng^d^ 
tuition  at  their  school.    The  special  committee,  to  SchooL 
which  was  referred  this  petition,  reported  at  the  next  meet- 


48  GALESBURG    PUBLIC    SCHOOLS 

ing  the  following  plan  for  an  ungraded  department  to  be 
taught  by  Professor  Carl  Eduard : 

"First, — The  members  in  this  department  shall  not  exceed 
sixty. 

"Second, — Whenever  it  may  be  necessary  to  make  room  for 
scholars  who  shall  be  sent  to  this  room  for  irregular  attendance  or 
bad  conduct,  the  German  children  now  in  attendance  and  reading 
in  the  Primer  or  First  Reader  shall  be  sent  to  other  schools. 

"Third, — Pupils  may  be  sent  to  this  school  by  the  Superin- 
tendent for  continued  irregularity  of  attendance,  ungovernable  be- 
havior, idleness,  or  for  such  other  reasons  as  he  may  deem  suffic- 
ient. 

"Fourth, — Professor  Eduard  shall  teach  a  class  in  the  High 
School  in  German  whenever,  in  the  judgment  of  the  Board,  it  may 
be  thought  best." 

This  is  certainly  an  instance  in  which  it  would  be  diffi- 
cult for  the  petitioners  to  recognize  the  answer  to  their 
prayer.  It  was  truly  an  example  of  arrested  development, 
not  of  evolution.  Two  years  later  German  was,  on  vote  of 
the  Board,  discontinued.  The  school  in  the  basement  of  the 
Fourth  Ward  under  Mr.  Eduard  went  on  until  May,  1874, 
when  on  petition  of  C.  P.  Stringham,  J.  M.  Morse,  H.  W. 
Belden,  and  one  hundred  others,  to  provide  a  better  room 
for  the  school  taught  by  Professor  Eduard,  it  was  transfer- 
red to  some  other  place  not  named,  or  abandoned  altogether. 
It  is  surprising  that  a  thousand  citizens  did  not,  years  be- 
fore, petition  to  have  this  uncomfortable  and  unhealthful 
room  vacated. 

At  a  special  meeting  of  the  Board  of  Education  in  No- 
Night  vember,  1871,  Director  Churchill  and  Superintend- 
schooi.  ent  Roberts  were  appointed  a  committee  to  report 
at  the  December  meeting  a  plan  for  a  night  school.  The 
committee  made  the  following  report:  The  night  school 
was  to  be  under  the  direct  supervision  of  the  Superintend- 
ent of  Public  Schools;  Rooms  F  and  G  and  a  recitation 
room  were  to  be  furnished  with  suitable  lights;  the  school 


SECOND    WARD 

The    Representatives   of   the    Second    Ward    on    the    Board    of    Education 
since   its   First   Organization   in   June,   1861. 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874  49 

was  to  be  held  Monday,  Tuesday  and  Thursday  evenings 
of  each  week,  from  seven  o'clock  until  nine  o'clock ;  the  as- 
sistants, whose  compensation  was  not  to  exceed  fifty  cents 
each,  per  evening,  were  to  be  employed  at  the  discretion  of 
the  Superintendent;  and  no  pupil  under  fourteen  years  of 
age  was  to  be  admitted  except  by  permission  of  the  Teach- 
ers' Committee.  The  school  opened  January  9,  1872, 
and  continued  without  interruption  until  April  26th,  sixteen 
weeks  in  all.  The  whole  number  of  pupils  enrolled  was  117, 
the  largest  attendance  at  one  time  being  98,  and  the  aver- 
age attendance  for  the  whole  time,  71.  Of  the  whole  num- 
ber enrolled,  75  were  males  and  42  females.  The  whole 
number  of  teachers  employed  was  twelve,  only  six  of  whom 
were  in  service  at  one  time.  On  account  of  the  unlike  at- 
tainments of  the  pupils,  little  of  the  teaching  was  done  in 
classes,  and  this  made  it  necessary  to  have  one  teacher  for 
every  ten  or  twelve  pupils.  The  studies  pursued  were 
chiefly  arithmetic,  reading,  spelling  and  writing.  A  few 
pupils  studied  geometry,  and  there  was  a  class  in  mechan- 
ical drawing,  and  one  in  bookkeeping.  Forty-five  of  the 
young  men  in  attendance  were  in  the  employ  of  the  railroad 
company,  most  of  them  in  the  shops;  some  of  them,  how- 
ever, worked  on  the  section.  Eighteen  came  from  other 
shops  of  the  city,  while  of  the  remaining  number  the  ma- 
jority were  clerks  in  the  stores.  The  attendance  of  the 
young  women  was  entirely  unexpected,  and  they  were  more 
regular  in  attendance  than  were  the  young  men.  Several 
did  not  miss  an  evening  while  the  school  continued.  Most 
of  these  young  women  were  working  out  at  service  in  the 
families  of  the  city.  The  Superintendent  reported  that  the 
young  men  and  women,  with  scarcely  an  exception,  were 
orderly,  attentive  to  business,  courteous,  and  very  much  in 
earnest;  and  that  the  government  of  the  school  never  oc- 
casioned a  moment's  anxiety.  The  running  expenses  of  the 
school  for  teachers  and  lights  were  exactly  two  hundred 
dollars,  or  fifty  dollars  per  month.  The  experiment  proved 


SO  GALESBURG   PUBLIC   SCHOOLS 

far  more  successful  than  it  was  thought  at  all  probable,  and 
a  night  school  was  conducted  during  four  of  the  winter  and 
spring  months  for  the  remaining  two  years  of  this  period. 
Owing  to  the  meager  records  of  these  years  little  can  be 
learned  of  its  history  ;  but  the  little  that  can  be  found,  would 
indicate  that  its  first  year  was  its  best. 

9.      SPECIAL  BRANCHES. 

Of  the  different  branches  taught  in  the  schools,  that  of 
Pen-  penmanship  was  most  frequently  before  the  Board 


for  consideration.  Judging  from  the  number  of 
changes  made  in  the  methods  of  teaching  it,  the  penmanship 
of  the  pupils  was  never  satisfactory  for  any  length  of  time. 
Penmanship  was  taught  the  first  year  by  the  regular  teach- 
ers. A  special  teacher,  Mrs.  Gross,  was  employed  the  sec- 
ond year,  but  before  the  school  year  closed  her  services  were 
dispensed  with,  at  a  special  meeting  of  the  Board  called  to 
consider  the  subject  of  penmanship.  At  the  beginning  of 
the  third  year  the  Spencerian  System  of  Penmanship  was 
adopted  on  the  recommendation  of  Director  J.  V.  N.  Stand- 
ish,  who  had  carefully  examined  the  different  systems  of- 
fered for  consideration.  The  regular  teachers  taught  the 
subject  this  year.  At  the  beginning  of  the  fourth  year,  1865, 
Henry  E.  Hayes  was  employed  for  ten  weeks  to  teach  pen- 
manship in  the  schools.  A  year  and  a  half  later,  Mr.  Ed- 
ward Hayes  was  employed,  on  motion  of  Professor  Stand- 
ish,  but  at  the  end  of  three  months  his  services  were  dis- 
continued. The  subject  was  allowed  to  rest  for  three  years, 
with  the  regular  teachers  giving  the  instruction.  A  special 
committee  was  appointed  in  1870  to  investigate  the  subject 
and  report  on  the  advisability  of  securing  a  special  teacher 
of  penmanship.  On  the  recommendation  of  this  committee 
Mr.  F.  R.  Poole  was  engaged.  At  the  end  of  a  year  and  four 
months  the  Board,  by  a  vote  of  four  to  two,  decided  not  to 
continue  the  services  of  Mr.  Poole.  In  May  of  this  same 
year,  1871,  a  Mr.  Babbitt  presented  a  proposition  to  intro- 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874  51 

duce  his  writing  books  and  system  of  penmanship  into  the 
schools,  which  was  accepted.  The  teachers  were  directed 
to  dismiss  their  schools  for  a  half  day  to  attend  a  drill  ex- 
ercise to  be  conducted  by  Mr.  Babbitt.  This  system  was 
eminently  unsatisfactory,  for,  before  the  school-year  closed, 
a  special  committee  on  system  of  penmanship  was  ap- 
pointed to  investigate  the  Babbittonian  System  of  writing. 
The  committee  reported  that  having  made,  as  they  consid- 
ered, a  contract  with  Mr.  Babbitt,  the  Board  was  bound  to 
fulfill  its  part  of  the  contract  and  give  his  system  a  fair  trial. 
The  Babbittonian  System  was,  however,  displaced  in  Jan- 
uary, 1872,  and  Payson,  Dunton  and  Scribner's  writing 
books  were  adopted.  This  system  of  penmanship  continued 
two  and  a  half  years  of  this  period,  with  no  special  teacher 
of  the  subject  employed.  Thus,  in  twelve  years,  three  dif- 
ferent systems  of  penmanship  were  tried,  and  four  different 
special  teachers  employed.  It  was  not  unusual  for  the 
Board  to  adopt  two  plans  for  teaching  the  subject  in  one 
year.  However,  there  was  at  one  time  a  period  of  three 
years  in  which  no  change  was  made.  Penmanship  seems 
to  be  subjected  to  more  frequent  and  radical  changes  in  its 
methods  of  presentation  than  any  other  subject  taught  in 
the  schools. 

It  required  the  Board  of  Education  a  long  time  to  come 
to  the  conclusion  that  music  had  a  place  in  the 

Music. 

public  schools.  No  other  subject  was  compelled 
to  stand  and  knock  so  long  before  the  door  was  opened.  It 
gained  an  entrance  only  by  having  a  champion  of  unusual 
strength  and  energy.  To  Mrs.  M.  D.  Cooke,  who  is  still  liv- 
ing in  the  city  and  has  never  lost  her  interest  in  the  welfare 
of  our  public  schools,  belongs  the  honor  of  persuading  the 
Board  to  admit  music  as  a  branch  of  study  in  the  common 
schools.  In  October,  1862,  Mrs.  Cooke  was  allowed,  on  mo- 
tion of  Dr.  Candee,  to  occupy  one  room  in  the  Colton  build- 
ing, and  that  for  only  a  half  hour  each  day,  "provided  she 
would  in  no  way  interfere  with  the  regular  school  duties." 


52  GALESBURG   PUBLIC    SCHOOLS 

The  next  year  she  was  given,  by  vote  of  the  Board,  a  room 
in  which  to  teach  a  class  in  singing.  This  was  a  distinct 
gain  on  the  part  of  Mrs.  Cooke  and  her  cause.  It  might  seem 
that  the  Board  took  a  backward  step  in  1865,  when  it  re- 
fused to  allow  Mrs.  Cooke  the  use  of  one  of  the  schoolrooms 
for  the  purpose  of  teaching  singing;  but  it  should  be  re- 
membered that  this  was  the  time  when  all  the  schools  in  the 
central  part  of  the  city  were  having  only  half-day  sessions. 
They  had  left  the  old  Academy  and  the  Colton  building,  and 
were  waiting  for  the  High  School  building  to  be  completed. 
There  was  no  room  or  time  then  for  the  encouragement  of 
"fads." 

In  the  fall  of  1867,  when  the  schools  had  become  corn- 
Mrs.  Cooke  fortably  settled  in  their  new  building,  Mrs.  Cooke 
byTheyed  was  regularty  employed  by  the  Board  as  a  teacher 
Board.  of  music  jn  the  schools.  This  was  a  great  victory, 
and  it  would  have  been  complete  had  not  her  compensation 
been  made  to  depend  upon  a  tuition  fee  to  be  collected  by 
herself  from  each  pupil.  This  plan  was  continued  for  three 
years,  when,  in  1870,  vocal  music  was  made  a  regular  study 
in  the  schools,  and  Mrs.  M.  D.  Cooke  was  appointed  as  the 
teacher  at  a  salary  of  fifty  dollars  per  month.  This  was  her 
reward  for  eight  years  of  missionary  work.  The  next  year, 
1871,  however,  the  Board  decided,  by  a  vote  of  three  to  two, 
to  discontinue  the  special  teacher  of  music.  Mrs.  Cooke 
appears  not  to  have  been  completely  discouraged,  for  in 
January,  1872,  she  again  began  the  teaching  of  music  classes 
in  the  High  School  chapel.  In  July,  1872,  the  tide  turned 
once  more  in  her  favor  and  she  was  employed  as  the  special 
teacher  of  music.  It  was  for  only  one  year,  however,  as  in 
August,  1873,  it  was  again  voted  to  dispense  with  the  ser- 
vices of  a  special  teacher  of  music.  At  this  time  the  Board 
was  without  a  settled  policy  on  many  other  questions  as 
well  as  on  the  subject  of  music. 


PERIOD   OF   COLLEGE   CONTROL:  1862-1874  53 

The  most  surprising  find  in  the  records  of  this  period  is 
an  account  of  the  introduction  of  supplementary 
reading-  matter   in   March,  1871.    It  reads  as  if  it  mentary 

Beading. 

might  have  been  written  twenty-five  years  later, 
for  that  was  about  the  time  when  supplementary  readers 
came  into  use.  It  is  surprising  that  such  a  rational  method 
of  teaching  reading  could  have  ever  been  faithfully  and  in- 
telligently tried,  and  then  dropped  and  forgotten.  Such  is. 
the  case,  however,  in  this  instance,  for  twenty-five  years  ago 
supplementary  reading  books  were  unknown  in  the  schools, 
and  their  introduction  later  was  considered  something  new. 
The  resolution  was  introduced  by  Professor  Churchill,  and 
it  is  another  instance  of  his  comprehensive  vision  on  educa- 
tional questions.  The  resolution,  which  deserves  a  place  in 
this  history,  is  as  follows : 

"Good  reading  is  one  of  the  highest  accomplishments  of  a 
scholar,  yet  the  art  is  one  so  difficult  that  good  readers  Churchill 
are  the  exceptions  and  not  the  rule.  This  fact  should  Jf gj'jjjjj1 
urge  all  interested  to  devise  and  resort  to  all  possible  mentary 
aids  to  secure  so  desirable  an  end.  Every  one  knows  BeadinS' 
that  reading  old  and  oft  repeated  stories  fails  to  interest  the  reader, 
and  hence,  from  want  of  interest,  no  progress  will  be  made,  while 
if  the  matter  were  new  and  interesting,  an  enthusiasm  could  be 
waked  up  in  the  reader  which  would  aid  much  in  giving  the  art  of 
reading  well.  In  most  of  our  schools  the  books  are  read  and  re- 
read until  it  is  an  irksome  task  for  the  scholar  to  repeat  the  read- 
ing— and  the  buying  of  new  books  is  so  objected  to  on  the  part  of 
parents  that  the  teachers  and  directors  feel  obliged  to  forego  the 
gain  in  reading  for  the  sake  of  saving  the  small  price  of  the  book. 
To  avoid  this,  many  schools  are  now  buying  sets  of  readers  which, 
owned  by  the  school  boards,  are  circulated  to  the  different  rooms 
to  supply  the  various  grades  with  new  and  interesting  matters  out- 
side of  their  regular  reading  books,  and  this  is  done  in  grades  read- 
ing the  Second  and  Third  Readers.  Now,  Resolved  by  the  Board, 
that  the  Superintendent  be  instructed  to  procure  one  hundred  each 
of  any  Second  and  Third  Readers  not  now  used  in  our  schools,  to 
be  used  as  above  suggested,  and  that  he  also  be  instructed  to  sub- 
scribe for  twenty-five  copies  of  a  magazine  called  'The  Nursery,' 
for  the  use  of  the  primary  grades,  and  that  the  money  received 
from  tuition  be  appropriated  for  the  purchase  of  said  books." 


GALESBURG   PUBLIC   SCHOOLS 

In  February,  1872,  a  request  was  made  by  Mme.  Sey- 
mour  for  the  use  of  the  High  School  chapel  in 
nasties.  which  to  give  lessons  in  gymnastics.  This  re- 
quest the  Board  refused  to  grant,  by  a  vote  of  three  to  two. 
In  September  of  the  same  year,  however,  it  voted  on  mo- 
tion of  Director  F.  A.  Willoughby,  to  erect  gymnastic  ap- 
paratus at  the  High  School  and  at  the  Fourth  Ward  School, 
at  an  expense  not  to  exceed  forty  dollars.  There  is  no  evi- 
dence that  any  of  this  apparatus  was  ever  installed. 

It  appears  by  the  records  that  drawing  was  introduced 
into  the  schools  in  1869 ;  for  at  the  August  meeting 
Bookkeep-  of  that  year  the  Board  adopted  the  Bartholomew 
Series  of  Drawing  Books.  Bookkeeping  was  also 
taught  in  the  High  School  for  a  few  months  at  different 
times.  It  would  seem,  from  the  following  entry  in  the  rec- 
ords of  February,  1872,  that  mechanical  drawing  was 
taught  for  a  while  in  the  High  School.  "The  Superintend- 
ent was  authorized  to  procure  books  and  instruments  nec- 
essary in  teaching  mechanical  drawing,  at  a  cost  not  ex- 
ceeding twenty  dollars. 

10.      PRINCIPALS. 

There  was  a  strong  sentiment  from  the  very  first  that 
Men  for  tne  neac^  °f  tne  Grammar  School  should  be  a  man, 
Principals.  as  was  the  Principal  of  the  High  School.  When 
the  schools  were  organized,  the  grammar  department  was 
placed  in  the  Colton  building  and  A.  E.  Blunt  was  made 
Principal.  When  Mr.  Blunt  resigned,  in  January,  1863,  the 
Board,  not  being  able  to  get  a  man  for  the  vacancy  thus 
caused,  after  much  hesitation  made  Mrs.  R.  K.  Colby  head 
of  the  department  for  the  remainder  of  the  school  year. 
Mr.  Edward  H.  Curtis  was  elected  Principal  for  the  next 
year,  with  Mrs.  Colby  as  his  assistant.  This  action  of  the 
Board  caused  the  resignation  of  Mrs.  Colby  and,  apparently, 
that  of  two  or  three  other  teachers.  Mr.  Curtis  held  the  po- 
sition but  one  year,  and,  from  that  date,  the  place  has  been 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874  55 

held  by  a  woman.  When  Edward  Hayes  resigned  as  Prin- 
cipal of  the  High  School,  in  1869,  that  position  was  also 
filled  by  a  woman  and  continued  to  be  so  filled  for  twenty- 
six  years.  When  the  Fourth  Ward  School  was  opened  in 
January,  1870,  Miss  Wheelock  was  made  the  Principal,  but 
three  years  later,  when  the  Fifth  Ward  School  was  opened, 
Mr.  Patrick  Talent  was  placed  at  its  head.  At  the  close  of 
this  period  there  were  three  men  connected  with  the 
schools :  J.  B.  Roberts,  Superintendent  of  Schools,  Patrick 
Talent,  Principal  of  the  Fifth  Ward  School,  and  LeRoy  S. 
Bates,  a  teacher  in  one  of  the  grades  in  the  High  School 
building. 

11.     LIBRARY. 

The  Free  School  Law  of  1855  gave  districts  the  right  to 
buy  libraries;  and  in  accordance  with  this  provision  some, 
at  least,  of  the  eight  independent  districts  into  which  the 
present  school  district  was  then  divided,  purchased  libraries. 
These  libraries  became  the  property  of  the  union  school 
district  when  it  was  formed  by  the  consolidation  of  these 
eight  districts.  When  the  school  system  was  organized  un- 
der the  charter,  it  came  into  possession  of  this  library,  which 
was  said  to  consist  of  600  volumes.  The  Board  of  Educa- 
tion employed  S.  A.  Gross  to  keep  the  library  and  he  was 
paid  twenty-five  dollars  a  year  for  his  services  as  librarian. 
At  the  March  meeting  in  1863,  the  Board  received  a  com- 
munication from  the  Young  Men's  Library  Association  ask- 
ing that  it  might  have  the  position  of  librarian  to  the  Board 
and  that  the  books  might  be  removed  to  its  hall.  This  re- 
quest was  granted  and  the  Young  Men's  Library  Associa- 
tion was  the  custodian  of  the  school  library  for  four  years, 
for  which  it  received  twenty-five  dollars  a  year.  When  the 
books  were  delivered  to  Professor  A.  Hurd,  the  librarian  of 
this  Association,  he  found  they  invoiced  293  instead  of  600. 
The  library  was  taken  over  by  the  Board  of  Education  in 
1867,  when  the  High  School  building  was  opened.  Here  it 


56  GALESBURG    PUBLIC    SCHOOLS 

remained  until  it  was  moved  with  the  High  School  to  its 
new  building  in  1888,  where  it  was  totally  destroyed  by  the 
fire  of  1904. 

12.      LIMITATIONS. 

The  charter  provided  that  children  over  the  age  of  five 

years  and  under  the  age  of  twenty-one  should  be 

Age  admitted  to  school.     This  was    the    same  as  the 

Changed 

to  six  provision  in  the  Free  School  Law  of  the  state, 
adopted  in  1855.  The  Board  of  Education  voted  in 
May,  1864,  on  motion  of  Professor  Churchill,  that  six  years 
should  be  the  age  of  admission  to  the  schools.  This  action 
was  considered  necessary,  at  the  time,  on  account  of  the 
crowded  condition  of  the  primary  grades;  now  it  is  recog- 
nized as  wisdom. 

The  tax  limit  originally  fixed  by  the  charter  was  one- 
Tax  na^  °f  one  Per  cent-  This,  from  the  first,  proved 
Limit.  £0  ke  inadequate,  and  in  December,  1864,  it  was 
voted,  on  motion  of  Professor  Standish,  then  a  member  of 
the  Board,  to  ask  the  Legislature  so  to  amend  the  charter 
as  to  give  the  Board  of  Education  the  power  to  levy  a  tax 
of  one  per  cent  for  school  purposes.  The  amendment  was 
passed  and  approved,  February  14,  1865.  This  limit  was  in- 
creased again  in  1899,  by  an  act  of  the  Legislature,  enabling 
all  Boards  of  Education  acting  under  special  charters  to 
make  the  same  levy  for  school  purposes  as  is  provided  by 
the  general  law,  viz :  two  and  one-half  per  cent  for  educa- 
tional purposes  and  two  and  one-half  for  building  purposes. 

It  was  the  custom  of  the  Board  of  Education  in  this 
salary  period  to  pay  the  city  clerk  a  salary  of  $50  to  $100 
cfe^k  and  Per  ^ear  ^OT  ms  services  as  clerk  of  the  Board,  and 
Treasurer.  tne  cjty  treasurer  a  salary  of  $25  to  $50  per  year 
as  treasurer  of  the  Board.  The  year  the  High  School  build- 
ing was  completed  the  clerk  received  $200  and  the  treas- 
urer, $100. 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  57 

The  Board  tried  the  experiment  of  having  only  one  ses- 
sion a  day  in  the  latter  part  of  the  spring  term  of 
1874.     Schools  commenced  at  eight  o'clock  in  the  sum  a 

Dav 

morning  and  closed  at   noon,  for   the  day.    This 

was  certainly  a  poor  argument  for  a  ten    months'  school, 

which  was  strongly  advocated  by  some  at  that  time. 

One  of  the  duties  of  the  Superintendent  of  Schools  is  to 
prepare  annually  a  report  of  the  schools  and  to 
submit  it  to  the  Board  of  Education  at  its  June 


meeting.  Of  the  twelve  reports  of  this  period 
only  three  were  printed  in  pamphlet  form  for  distribution; 
the  first  was  in  1862,  the  second  in  1863,  and  the  third  in 
1865.  No  report  of  the  schools  was  ordered  published  by 
the  Board  in  the  last  eight  years.  As  far  as  it  is  known,  no 
copies  of  the  reports  of  1862  and  1863  are  now  in  existence, 
and  only  one  copy  of  the  report  of  1865  has  been  preserved. 
It  is  in  the  Public  Library.  This  single  copy,  printed  in 
1865,  is  the  only  official  statement  of  the  schools,  in  print, 
for  all  this  period.  This,  together  with  the  fact  that  there 
is  no  file  of  any  of  the  Galesburg  newspapers  of  this  period 
except  for  the  last  four  years  —  and  there  are  very  few  refer- 
ences to  the  schools  in  those  years  —  leaves  the  minutes  kept 
by  the  clerk  of  the  Board  as  the  sole  source  of  information 
concerning  this  important  period  in  the  history  of  the 
schools. 

The  number  of  teachers  required  in  the  first  year  of  this 
period  was  eighteen,  and  the  largest  enrollment  of 
pupils  in  any  one  month  was  1,073,  or  an  average  xea*hers°f 
enrollment  of  59.6  to  the  teacher.  The  number  of 
teachers  required  in  the  last  year  was  twenty-eight,  and  the 
largest  monthly  enrollment  in  that  year  was  1,752,  or  an 
average  of  62.5  to  the  teacher.  The  number  of  different 
teachers  employed  during  these  twelve  years  was  one  hun- 
dred and  nineteen,  of  whom  thirty-six  taught  less  than  one 
year,  the  average  length  of  service  being  about  two  years. 
No  teacher  taught  the  entire  period  of  twelve  years. 


58  GALESBURG   PUBLIC   SCHOOLS 

The  number  of  different  men  who  served  as  members  of 
the  Board  of  Education  during  the  twelve  years  of 
t*1*8  Per*°d  was  twenty-four,  which  made  an  aver- 
age  of  two  new  members  each  year.  For  the  last 
Education  twenty-five  years  there  has  been,  on  an  average, 
one  new  member  each  year.  Most  of  those  who 
served  one  term  in  those  days  did  not  apparently  wish  an- 
other, or,  at  least,  they  were  not  candidates  for  re-election. 
There  were  seven  members  re-elected  once,  in  those  twelve 
years.  One  member,  George  Churchill,  was  re-elected  three 
times.  He  was  a  constant  as  well  as  a  potential  factor, 
serving  all  those  years  save  the  first  and  the  last.  The 
Board  of  Education  was  defeated  at  the  polls  on  only  two 
occasions  when  its  outgoing  members  were  candidates  for 
re-election.  The  first  defeat  was  in  1867,  after  it  had  built 
the  High  School  at  a  cost  of  over  $59,000  and  when  it 
was  proposing  to  build  two  other  schoolhouses.  The  sec- 
ond defeat  was  in  1873,  after  it  had  spent  $16,000  on  the 
Fifth  Ward  School,  while  only  $13,000  was  voted  for 
that  purpose,  and  when  it  was  preparing  to  build  the  Third 
Ward  School. 

13.      RESIGNATION  OF  SUPERINTENDENT  ROBERTS. 

When  the  schools  opened  in  September,  1873,  Superin- 
tendent Roberts  was  evidently  undecided  about  continuing 
his  connection  with  the  schools.  The  last  representative  of 
the  original  policy  dominating  the  Board  of  Education  was 
removed  by  the  defeat  of  Professor  Churchill  at  the  previous 
June  election.  This  severing  of  the  old  ties,  thus  making 
everything  here  uncertain,  and  some  tempting  offers  com- 
ing to  him  from  other  cities,  gave  Mr.  Roberts  a  feeling  of 
doubt  and  unrest.  At  the  November  meeting,  Mr.  Roberts 
tendered  his  resignation  as  Superintendent  of  Schools,  which 
the  Board  promptly  and  unanimously  refused  to  accept.  By 
this  action  it  was  plainly  indicated  that  no  change  of  policy 
was  intended  here ;  but  in  July  of  the  following  year,  when 


PERIOD  OF  COLLEGE  CONTROL:  1862-1874  59 

he  was  tendered  the  Principalship  of  the  Indianapolis  High 
School,  he  handed  in  his  resignation,  which  was  accepted. 

"Gentlemen  of  the  Board  of  Education: — It  is  now  twelve 
years  since  I  first  entered  upon  the  duties  of  Superin-  ^et*er  of 
tendent  of  the  Galesburg  Public  Schools,  uniting  with  tion. 
that  office  that  of  Acting  Principal  of  the  High  School.  During  the 
first  year  there  were  upon  the  rolls  fourteen  teachers  and  1,264 
pupils.  During  the  past  year  there  have  been  thirty  teachers  and 
2,268  pupils.  Not  one  of  the  original  teachers,  however,  and,  so  far 
as  I  know,  not  one  of  the  pupils  of  that  first  year  remaining  upon 
the  rolls.  Scarcely  less  sweeping  has  been  the  change  in  school 
buildings.  The  old  brick  schoolhouse  on  East  Main  street  is  the 
only  building  remaining  upon  its  original  site.  Besides  this,  two 
other  schoolhouses  remain  in  existence  and  are  still  in  use,  viz:  the 
one  on  Maple  avenue,  which  was  removed  from  West  Main  street, 
and  the  North  Depot,  or  Seventh  Ward  Schoolhouse,  which  former- 
ly stood  upon  the  present  site  of  the  First  Baptist  Church.  The 
High  School  and  higher  grades  were  'accommodated'  in  the  old 
Academy  which  has  since  given  place  to  the  Union  Hotel,  and  in 
the  store-rooms  now  occupied  by  Dieterich  and  Hoover. 

The  thought  of  all  these  changes  and  this  growth,  together 
with  a  thousand  other  reminiscences  in  which  far  more  of  pleasure 
than  of  pain  is  mingled,  crowd  upon  me  and  cause  me  to  linger  be- 
fore pronouncing  the  final  word  which  must  at  last  be  spoken. 
Gentlemen,  accept  my  profound  thanks  for  all  the  courtesies,  kind- 
ness and  hearty  co-operation  which  I  have  received  at  your  hands 
in  my  laborious  work.  Of  you  as  a  Board  and  as  men  and  also  of 
your  predecessors  in  office  I  shall  carry  with  me  none  but  the  most 
grateful  recollections. 

To  the  Citizens  of  Galesburg,  who  have  borne  generously 
with  my  failures  and  defects  which  no  one  has  understood  and  felt 
so  keenly  as  myself,  I  hereby  express  my  hearty  gratitude.  With 
me,  leaving  Galesburg  is  leaving  home  with  all  its  hallowed  associa- 
tions. 

In  regard  to  my  teachers  and  pupils  I  can  only  say  that  to 
bid  them  this  abrupt  and  unexpected  good-bye  is  one  of  the  hard- 
est experiences  of  my  life.  One  can  form  no  conception  of  the 
strength  of  these  ties  until  an  effort  is  made  to  sunder  them. 

With  this,  perhaps  unnecessarily  long  preface,  gentlemen,  I 
hereby  resign  my  office  as  Superintendent  of  the  Public  Schools  of 
Galesburg.  J.  B.  ROBERTS." 

Galesburg,  July  20,  1874. 


60  GALESBURG    PUBLIC    SCHOOLS 

Director  M.  D.  Cooke  offered  the  following  resolution, 
which  was  unanimously  adopted : 

"Resolved,  That  in  accepting  the  resignation  of  Professor  J. 
B.  Roberts,  we  tender  him  our  sincere  thanks  for  the  noble  work 
he  has  accomplished  in  our  Public  Schools  in  bringing  them  up  to 
their  present  high  standard  of  excellence,  and  that  we  deeply  regret 
our  inability  to  make  it  an  object  for  him  to  remain  with  us  longer, 
for  our  own  sakes  as  also  for  the  sake  of  the  general  educational 
interests  of  the  State,  with  which  he  has  been  identified  as  an  able 
and  efficient  worker;  that  in  leaving  us  for  his  new  field  of  labor, 
he  will  carry  with  him  the  highest  esteem  and  confidence  of  this 
Board  and  this  community." 

There  was  perhaps  as  little  of  the  formal  and  perfunctory 
in  the  above  communication  and  resolution  as  can  be  found 
in  any  other  document  of  like  character,  for  there  is  not  a 
single  line  in  all  the  records  to  indicate  that  Mr.  Roberts,  at 
any  time,  did  not  have  the  full  sympathy,  the  hearty  sup- 
port and  the  entire  confidence  of  the  Board  of  Education. 

14.     SUMMARY. 

One  to-day  in  reading  these  records  may  sometimes 
smile  at  the  awkward  manner  in  which  things  were  oc- 
casionally done  and  at  the  tendency  in  some  instances  to 
magnify  the  unimportant,  but  he  should  remember  that  the 
present  generation  has  the  advantage  of  nearly  half  a  cen- 
tury of  school  administration.  It  was  a  period  full  of  edu- 
cational activity  and  progress.  It  was  noted,  also,  for  the 
number  of  experiments  tried.  A  short  account  of  these  has 
already  been  given,  but  a  grouping  of  them  here  will  not 
be  without  its  value.  There  was  the  colored  school,  the 
German  school,  the  ungraded  school  for  truants  and  incor- 
rigibles,  the  night  school,  the  teaching  of  elementary  geom- 
etry in  the  last  three  years  of  the  graded  schools,  and  the 
ordering  of  gymnastic  apparatus  for  the  play  grounds  of 
the  two  new  schools.  These  experiments  were  all  finally 
dropped;  none  of  them  has  been  reinstated,  and  most  of 
them  have  been  completely  forgotten.  Then  there  was  sup- 


PERIOD   OF  COLLEGE   CONTROL:  1862-1874  61 

plementary  reading,  bookkeeping  and  mechanical  drawing 
in  the  High  School,  free-hand  drawing  in  the  grades,  and 
music,  which  may  properly  be  included  in  this  list.  These, 
also,  were  tried  and  dropped  but  in  later  years  introduced 
into  the  schools  as  important  features  of  modern  education. 
Those  who  are  advocating  a  special  school  for  the  truant 
and  the  incorrigible  of  these  degenerate  days  will  be  sur- 
prised to  find  that  in  those  good  old  times  of  forty  years  ago 
and  more  there  were  truants  and  incorrigibles,  and  a  sep- 
arate school  provided  for  them  by  the  Board  of  Education. 
The  teaching  of  the  elements  of  geometry  in  the  grades, 
partially  anticipated  the  popular  plea  of  President  Eliot  and 
others,  made  thirty  years  later,  for  enriching  the  curriculum 
by  bringing  the  elements  of  some  of  the  High  School  studies 
into  the  grades.  The  resolution  of  the  Board  of  Education 
ordering  the  playgrounds  of  the  High  School  and  the 
Fourth  Ward  to  be  provided  with  gymnastic  apparatus,  pre- 
ceded by  a  third  of  a  century  the  movement  that  is  now 
sweeping  over  the  country  to  establish  public  playgrounds 
and  to  equip  them  with  physical  apparatus.  In  those  days 
there  were  surely  plenty  of  fads — "fad"  being  a  generic  term 
for  anything  new.  All  honor  to  those  times  for  what  was 
so  courageously  attempted  as  well  as  for  what  was  so  nobly 
done. 

TAX  LEVIES. 

1861 $4,193.71 

1862 $  4,600.00  1868 $15,609.00 

1863 4,773.86                 1869 16,425.37 

1864 5,000.00                 1870 22,000.00 

1865 8,607.24                 1871 17,237.00 

1866 11,793.45                  1872 26,000.00 

1867 14,000.00                 1873 25,000.00 

1874 $35,000.00 


62  GALESBURG   PUBLIC   SCHOOLS 

BONDS  ISSUED. 

$40,000.    Authorized  Nov.  21,  1864,  by  a  vote  of  947  for, 
to  16  against. 

$10,000.    Authorized  Oct.  13,  1866,  by  a  vote  of  22  for,  to 
none  against. 

$13,000.    Authorized  July  29,  1872,  by  a  vote  of  192  for, 
to  151  against. 


MATTHEW  ANDREWS 

Superintendent  of   Schools 
1874-1885 


CHAPTER  III 

PERIOD  OF  RETRENCHMENT:    1874-1885. 

1.  School  Buildings  in  Third,  Sixth  and  Seventh  Wards.  2.  Losses 
by  Fire.  3.  The  Board  and  Its  Activities.  4.  Teachers'  Meetings  and 
Voluntary  Training.  5.  Courses  of  Study.  6.  Special  Schools.  1. 
Special  Features  of  Organization.  8.  Improvements  and  Alterations.  9. 
The  High  School.  10.  Resignation  of  Superintendent  Andrews.  11. 
Summary. 

After  a  period  of  active  organization  involving  an  un- 
usual expenditure  of  money,  such  as  has  been  de-  Chapacter 
scribed  in  the  last  chapter,  would  naturally  come  of  the 

Period. 

one  of  more  or  less  reaction  and  retrenchment. 
This  is  a  law  of  institutional  growth  and  it  is  well  illustrated 
in  at  least  the  first  half  of  this  period.  There  were  two 
other  causes  that  contributed  to  the  general  movement, 
either  of  which  alone  would  have  been  sufficient  to  bring 
about  a  reaction.  When  Professor  George  Churchill  re- 
tired from  the  Board  of  Education  in  June,  1873,  and  Mr.  J. 
B.  Roberts  from  the  Superintendency  a  year  later,  the  man- 
agement of  the  schools  passed  completely  into  the  control, 
as  it  were,  of  another  generation.  There  was  then  no  one 
left  in  the  management  of  the  schools  who  thoroughly  un- 
derstood their  organization  and  who  could,  consequently, 
be  in  special  sympathy  with  it.  This  was  the  first  of  the 
contributory  causes.  The  second  was  the  financial  panic 
that  swept  over  the  country  at  that  time,  paralyzing  busi- 
ness and  institutions  of  all  kinds.  The  people  of  those  days 
did  not  seem  to  be  conscious  that  their  actions  were  being 
guided  and  controlled  by  such  deep-rooted  and  inexorable 
forces,  but  they  were  inclined  rather  to  attribute  the  trend 
of  affairs  to  the  natural  perversity  of  the  individuals  who 
were  in  control.  The  conditions  made  retrenchment  imper- 

(63) 


64  GALESBURG   PUBLIC    SCHOOLS 

ative  and  it  is  not  strange  that  under  the  circumstances 
cheapness  became  the  chief  consideration  in  the  manage- 
ment of  the  schools.  The  course  of  study  was  pruned,  all  spe- 
cial subjects  were  lopped  off,  special  teachers  dropped,  and 
all  salaries  greatly  reduced ;  every  schoolhouse  built  cost  less 
than  the  preceding  one ;  the  same  was  true  of  the  furniture 
purchased,  and  the  amount  expended  on  repairs  was  prac- 
tically nothing.  The  policy  of  economy  continued  until  the 
tax  levy  was  reduced  almost  one-half.  All  this  could  not  be 
done  without  much  friction,  which  was  manifested  in  the 
meetings  of  the  Board  and  at  the  school  elections.  In  those 
years  the  people  took  a  lively  interest  in  the  school  elec- 
tions, at  one  or  two  of  which  more  votes  were  polled  than 
at  the  municipal  elections.  About  the  beginning  of  the  sec- 
ond half  of  this  period  affairs  began  to  improve  and  by  the 
time  it  closed  the  schools  were  in  good  condition,  having 
made  substantial  improvement  along  some  important  lines 
which  will  be  noted  later. 

The  Board  was  not  long  in  securing  a  successor  to  Mr. 
A  New  J-  B-  Roberts.  He  resigned  July  20,  1874,  and 
tendlJS"  at  tnat  meeting  a  committee,  consisting  of  the 
employed.  Mayor,  Mr.  Johnson,  and  School  Directors  Leach 
and  Cooke,  was  appointed  to  find  a  superintendent.  Two 
days  later  this  committee  made  the  following  report  at  a 
special  meeting  of  the  Board,  "That  M.  Andrews,  of  Ma- 
comb,  be  invited  to  take  the  place  of  Superintendent  of 
Schools  vacated  by  Mr.  J.  B.  Roberts."  On  motion  of  Mr. 
Leach  the  report  was  adopted.  The  records  do  not  state 
the  time  nor  the  salary  for  which  Mr.  Andrews  was  em- 
ployed. Other  sources  show  that  his  salary  was  $1,800,  the 
same  as  Mr.  Roberts  was  receiving  when  he  resigned,  and 
the  time  for  which  he  was  appointed  was  during  the  pleas- 
ure of  the  Board.  Mr.  Andrews'  appointment  was  uni- 
versally regarded  as  an  excellent  one,  he  being  a  man  in  the 
prime  of  life  with  years  of  successful  experience  in  super- 


PERIOD    OF    RETRENCHMENT:  1874-1885  65 

vising  schools.    At  the  time  of  his  appointment  he  was  su- 
perintendent of  schools  at  Macomb. 

1.      SCHOOL   BUILDINGS   IN    THIRD,   SIXTH   AND   SEVENTH    WARDS. 

At  the  beginning  of  this  period  there  were  three  sections 
of  the  city,  the  Third,  the  Sixth,  and  the  Seventh 
wards,  that  had  not  been  supplied  with  new  lyings. 
schoolhouses  as  the  other  parts  of  the  city  had 
been.  The  claims  of  these  wards  could  not  longer  be 
ignored.  Their  schoolhouses  were  not  only  wretched  build- 
ings, but  they  were  notoriously  inadequate.  The  energy 
displayed  by  the  Board  in  providing  new  buildings  for  these 
parts  of  the  city  was  commendable,  but  a  serious  mistake 
was  made  in  not  employing  an  architect  to  design  them  or 
to  prepare  their  plans  and  specifications.  This  work  was 
done  by  the  regular  Building  Committee,  assisted  in  some 
cases  by  J.  P.  Chapman,  who  had  been  the  superintendent 
of  the  construction  of  the  woodwork  in  the  High  School 
building.  All  were  four-room  brick  buildings  similar  in  ex- 
terior architecture  to  the  Fifth  Ward  School,  but  each  was 
different  in  interior  arrangement.  While  they  were  palaces 
compared  with  the  ones  whose  places  they  took,  they  were 
as  cheaply  constructed  as  knowledge  of  the  building  art  at 
that  time  would  permit.  Each  cost  from  $1,100  to  $4,500 
less  than  the  one  after  which  they  were  patterned.  All 
these  buildings  were  located  in  what  were  then  the  outskirts 
of  the  city. 

The  Third  Ward  School  building  was  the  first  one  to  be 
built.    The  land  for  this  school,  consisting  of  three 
lots  on  the  southeast  corner  of  Cherry  and  Selden  Ward 
streets,  had  been  purchased  in  February,  1874,  for 
$1,200.     In  December  of  this  year  the  Building  Committee 
prepared  plans  and  specifications  for  this  building  and  sub- 
mitted them  at  the  meeting  in  January,  1875.    The  contract 
was   let   in  February   to   Ira   R.    Stevens   for   $11,900,   the 
building  to  be  completed  in  time  for  the  opening  of  schools 


66  GALESBURG   PUBLIC    SCHOOLS 

the  following  September.  John  McFarland  was  employed 
to  superintend  its  construction.  The  contract  for  heating 
and  ventilating  was  let  for  $850  to  the  Ruttan  Heating 
and  Ventilating  Co.,  which  installed  its  system  of  tubular 
furnaces.  The  Sterling  School  Furniture  Co.  was  given 
the  furniture  contract  for  $875  which  was  about  $400 
cheaper  than  the  Board  had  ever  paid  for  a  like  amount  of 
furniture.  It  is  thus  seen  that  the  Third  Ward  School  cost, 
including  grounds,  building,  heating  and  furniture,  $14,- 
825.  School  was  opened  in  it  September  6,  1875,  with 
Miss  Emma  J.  Becker  as  Principal. 

Probably  the  next  schoolhouse  would  have  been  built  in 
origin  of  tne  Sixth  Ward  had  not  one  of  the  two  one-room 
conten-  buildings  in  the  Seventh  Ward  been  destroyed  by 
tion.  fire  on  the  night  of  April  4,  1876.  At  the  regular 

meeting  of  the  Board  in  May,  1876,  when  the  purchase  of  a 
lot  in  the  Sixth  Ward  from  R.  W.  Hunt  was  being  consid- 
ered, a  petition  from  the  citizens  of  the  Seventh  Ward  was 
presented,  asking  in  emphatic  terms  for  a  new  schoolhouse, 
to  be  built  immediately  to  take  the  place  of  the  one  recent- 
ly destroyed  by  fire.  It  was  evident  that  justice  was 
strongly  on  the  side  of  the  Seventh  Ward  people,  but  there 
was  strong  pressure  on  the  Board  to  build  at  once  in  the 
Sixth  Ward. 

The  purchase  of  the  lot  ten  by  sixteen  rods,  on  Losey 
street  between  Clark  street  and  Maple  avenue  for  $600  was 
completed,  but  a  motion,  "That  the  interests  of  the  city  in 
general  and  of  the  Sixth  Ward  in  particular  demand  the 
erection  of  a  school  building  in  the  Sixth  Ward  at  the  earl- 
iest possible  time/'  was  laid  on  the  table.  This  was  the  cause 
of  the  second  great  dissension  in  the  Board  and  among  the 
people,  the  first  being  in  1866,  when  the  High  School  build- 
ing was  completed.  This  conflict  of  interests,  which  was 
thus  started,  continued  for  years  and  forms  the  most  promi- 
nent feature  of  this  period.  It  was  not  confined  simply  to  the 
building  of  new  schoolhouses,  but  manifested  itself  in  many 


PERIOD    OF   RETRENCHMENT:  1874-1885  67 

ways  in  the  management  of  the  schools.  It  was  called  in 
the  public  press  "the  era  of  tickle  me  and  I'll  tickle  you." 
The  issue,  which  was  first  joined  in  May,  1876,  was  carried 
to  the  polls  the  following  month,  when  such  of  the  retiring 
members  of  the  Board  as  stood  for  re-election  were  defeated 
by  a  vote  of  two  to  one. 

There  was  much  trouble  experienced  in  determining  the 
site  for  the  new  schoolhouse  in  the  Seventh  Ward. 
It  was  generally  agreed  that  the  old  lot  on  First  ward 

.  Building. 

street  between  Seminary  and  Chambers  streets 
was  not  a  desirable  location,  but  when  it  came  to  selecting 
another  one  in  its  place  there  was  anything  but  harmony. 
The  lot  on  the  northeast  corner  of  Seminary  and  Third 
streets  which  the  Board  ordered  to  be  bought  in  May,  1876, 
and  on  which,  by  resolution,  it  decided  to  build  a  new  school- 
house  during  that  season,  was  reconsidered  and  all  actions 
in  regard  to  it  were  annulled  by  the  new  Board  as  soon  as  it 
was  organized.  After  parleying  with  different  parties  for 
other  locations  the  Board  bought,  June  19th,  for  $800  the 
Collopy  lot,  which  was  the  same  one  ordered  purchased  by 
the  old  Board — which  order  the  new  Board  had  recently 
rescinded.  The  only  thing  accomplished  by  the  filibustering 
was  the  saving  of  $200  in  the  price  paid  for  the  lot.  By 
the  time  the  site  was  secured  the  Building  Committee  had 
the  plans  and  specifications  for  the  building  completed  and 
bids  for  the  same  in  its  hands.  The  purchase  of  the  lot  and 
the  letting  of  the  contract  for  the  building  were  done  at  the 
same  meeting,  June  19,  1876.  Haines  and  Anderson  were 
awarded  the  contract  for  $9,740  which  was  more  than 
$2,000  less  than  the  contract  for  the  Third  Ward  build- 
ing of  which  it  was  said  at  the  time  to  be  a  duplicate.  The 
building  was  heated  with  stoves  which  cost  $260.35.  This 
was  a  saving  of  nearly  $600  in  the  matter  of  heating  as 
compared  with  the  Third  Ward.  The  Sterling  School  Fur- 
niture Co.  got  the  contract  for  seating  at  $643.51,  which  was 
another  saving  of  nearly  $250.  The  Seventh  Ward 


68  GALESBURG   PUBLIC    SCHOOLS 

School  when  completed  cost,  including  grounds,  building, 
heating  and  furniture,  $11,443.86.  The  Third  Ward  School 
similar  in  design  and  accommodating  the  same  number  of 
pupils,  built  the  year  before,  cost  $14,825.  School  was 
opened  in  the  new  Seventh  Ward  building  in  November, 
1876,  with  four  teachers  and  265  pupils,  eighty-four  children 
being  in  the  primary  room. 

The  Sixth   Ward    schoolhouse    was   built   in  1877,  the 
stormiest  of  all  the  years  in  this  period.     In  Feb- 

Sixth  ...  .  .  .  .     , 

ward  ruary  of  that  year  a  petition,  signed  by  eighty-nine 
citizens  of  the  Sixth  Ward,  was  presented  to  the 
Board,  remonstrating  against  locating  the  new  school  build- 
ing on  the  site  purchased  the  previous  year.  A  committee  of 
the  Board  was  appointed  to  examine  the  location.  A  ma- 
jority report,  approving  the  purchase  of  the  lot,  was  made  to 
the  Board  by  the  committee  at  the  April  meeting.  The 
Building  Committee  was  at  once  directed  to  make  plans  and 
specifications  for  a  new  building  similar  to  the  Third  and 
Seventh  Ward  schools  and  not  to  cost  over  $9,000.  A 
member  of  the  Board  presented  a  written  protest  against 
this  action.  The  citizens  of  the  ward  then  made  applica- 
tion for  an  injunction  to  restrain  the  Board  from  building 
the  schoolhouse  on  the  proposed  lot.  They  appeared,  by 
their  attorneys,  before  Judge  Pleasants  at  Aledo  as  well  as 
before  Judge  Smith  at  Galesburg.  The  injunction  was  not 
granted,  the  only  legal  objection  being  the  fact  that  the  lot 
was  purchased  from  a  member  of  the  Board,  which  objection 
was  obviated  by  the  owner  of  the  lot  making  a  deed  to  a 
third  party  and  he  deeding  it  to  the  Board.  In  the  mean- 
time the  Board  went  on  with  its  preparation  to  build. 
When  the  time  came  for  opening  the  bids  for  the  new  build- 
ing, a  written  protest  signed  by  two  members  of  the  Board 
was  presented  but  it  was  all  of  no  avail.  The  contract  was 
let,  May  24th,  to  A.  B.  Clark  for  $8,445.  Wm.  Moulding 
was  appointed  to  superintend  the  construction  of  the  build- 
ing at  one  dollar  a  day.  The  building  was  fitted  with 


PERIOD    OF    RETRENCHMENT:  1874-1885  69 

stoves  at  a  cost  of  $260.  The  furniture  contract  was  let 
to  the  Sterling  School  Furniture  Co.  for  $850.  The  Sixth 
Ward  School  cost,  including  lot,  building,  heating  and  fur- 
niture, $10,155,  which  was  about  $500  less  than  the  cost  of 
the  Seventh  Ward  building.  School  was  opened  in  the  build- 
ing in  October,  1877,  with  three  teachers  and  126  pupils. 

Perhaps  the  chief  object  sought  in  organizing  the  schools 
under  the  special  charter  in  1861  was  to  provide 
the  best  means  for  securing  a  good  school  building  J^ery  s^c- 
for  each  section  of  the  city  and,  when  the  Sixth  lt*hjj«lw 
Ward  schoolhouse  was  completed   in    1877,   that  house. 
result  had  been  attained — six  buildings  containing 
thirty-one  rooms.    It  required  sixteen  years  and  the  expen- 
diture of  $128,035  to  accomplish  it.     When  the  last  build- 
ing was  finished  the  district  was  free  from  debt.    It  was  an 
event  well  worthy  of  a  celebration  but  the  people  were  not 
in  a  humor  at  that  time  to  make  merry.    On  the  other  hand, 
they  turned  out  at  the  next  election  and  cast  about  1,500 
ballots,    which  was    a  larger  vote    than  was    polled  at  the 
municipal  election  that  year,  electing  three  new  members  to 
the  Board,  none  of  the  outgoing  directors  standing  for  re- 
election.   This  ended  the  first  building  period. 

2.      LOSSES  BY  FIRE. 

On  the  night  of   April  4,  1876,  the  old   Seventh   Ward 
schoolhouse  was  burned.    This  was  in  the  time  of  Buildingg 
the  spring  vacation  and  on    the    night  after  the  Burned- 
election  of  George  W.  Brown  as  mayor.    It  was  a  one-room 
building   and    was    insured    for   $500,  which   amount    was 
paid  in  full.    After  the  fire  the  sixty  pupils  who  had  attended 
this  school  were  taken  into  the  other  one-room  building  that 
stood  on  the  same  lot.    By  holding  two  sessions  a  day  these 
two  schools  were  thus  accommodated  until  the  new  building 
was  finished. 


70  GALESBURG   PUBLIC   SCHOOLS 

The  Fourth  Ward  School  building  was  burned  on  May 
Fourth        *'  l<&2,  the  second  story  being  totally  destroyed 


anc*  t^le  ^rst  Pract^ca^y  ruined.  This  is  the  only 
seri°us  school  fire  that  has  occurred  while  the  pu- 
pils were  in  the  building.  The  fire  caught  in  the 
roof  by  sparks  falling  from  the  chimney.  It  was  discovered 
by  the  Principal,  Miss  Sara  Pettee,  about  9  :30  o'clock  in  the 
morning.  The  signals  for  dismissal  were  sounded  and  the 
children  marched  out  of  the  burning  building  as  quietly  and 
orderly  as  though  no  danger  threatened.  The  teachers  de- 
served and  received  much  praise  for  the  presence  of  mind 
evinced  by  them  when  confronted  by  sudden  danger.  In 
three  minutes  every  child  was  out  of  the  building.  Miss 
Mary  Allen  West,  then  County  Superintendent  of  Schools, 
commented  on  this  fire  in  the  educational  column  she  was 
editing  in  the  Republican-Register,  in  part  as  follows: 

"Those  of  us  who  remember  the  panic  which  occurred  in  the 
High  School,  when  it  took  fire  the  year  after  its  completion,  fully 
appreciate  this  result  of  discipline.  If  we  mistake  not,  the  beauti- 
ful exhibition  of  orderly  movement  shown  at  the  late  fire  reaches 
back  to  the  panic  of  the  first.  Superintendent  Roberts  instituted 
fire  drills  which  we  believe  have  been  continued  ever  since.  Oc- 
casionally, and  always  at  unexpected  times,  signals  of  dismission 
are  given,  and  the  children  form  in  order  and  march  out  of  the 
building.  So  perfect  in  this  drill  did  the  pupils  become,  that  we 
remember  once  emptying  the  entire  High  School  building  in  two 
minutes." 

The  building,  which  had  cost  about  $15,000,  was  in- 
sured for  $5,000,  of  which  amount  the  insurance  com- 
panies paid  $4,968.60.  The  contract  for  rebuilding  the 
school  was  let  to  S.  B.  Hoisington  for  $5,525.  Repairs 
on  the  heating  plant  amounted  to  $840.50,  and  the  cost  of 
refinishing  the  desks  and  replacing  those  that  were  de- 
stroyed, was  $358.25.  Thus  the  total  damage  caused  by  the 
fire  was  $6,723.75.  The  lesson  the  Board  learned  from  the 
burning  of  this  building  was  not  to  use  shingles  for  roofing 
school  buildings.  Incipient  fires  caused  by  sparks  falling 


PERIOD    OF   RETRENCHMENT:  1874-1885  71 

from  the  chimneys  on  the  roofs  had  been  frequent.  A  metal 
roof  was  placed  on  the  new  building  and  gradually  the 
shingle  roofs  gave  place  to  metal,  slate  or  tile. 

Three  of  the  new  buildings  were  at  first  heated  with 
furnaces  and    three    with    stoves.     The  furnaces 


were  the  Smead-Ruttan  make,   the  chief  merit  of  system 

.  .    ,  Changed. 

which  was  a  system  of  ventilation  that  was  con- 
nected with  them.  The  furnaces  were  not  satisfactory,  for 
they  failed  to  warm  all  the  rooms  sufficiently  in  the  coldest 
weather,  and  they  were  gradually  replaced  by  steam.  Dr. 
George  W.  Foote  while  a  member  of  the  Board  was  a  strong 
advocate  of  steam  for  heating  all  the  school  buildings,  and 
his  policy  finally  prevailed.  By  the  close  of  this  period  a 
steam  heating  plant  had  been  installed  in  each  of  the  six 
new  buildings.  In  the  summer  of  1874  a  contract  for  heat- 
ing the  High  School  with  steam  was  given  to  the  Anderson 
Steam  Heating  Co.  for  $3,000.  In  February  of  1881  the 
boilers  of  this  plant  were  replaced  with  the  Haxtun  boilers 
at  a  cost  of  $681.50.  A  steam  plant  was  placed  in  the  Fifth 
Ward  building  by  Peterson  and  Jamison  in  March,  1879,  for 
$807.80.  G.  D.  Colton  &  Co.  installed  a  steam  heating  plant 
in  the  Fourth  Ward  building  in  March,  1880,  for  $1,025.  In 
the  summer  of  1881  the  Haxtun  Steam  Heating  Co.,  of  Ke- 
wanee,  placed  their  system  of  steam  heating  in  the  Sixth 
Ward  building  at  a  cost  of  $1,125.  This  same  company 
in  the  summer  of  1884  installed  their  system  in  the  Seventh 
Ward  building  for  $1,034,  and  in  the  following  summer 
in  the  Third  Ward  building  for  $1,050.  This  change  in 
the  method  of  heating  the  school  buildings  cost  $8,722. 
In  changing  from  the  Smead-Ruttan  system  of  furnaces  to 
that  of  steam,  the  Board  practically  abandoned  all  attempts 
to  secure  ventilation. 

An  addition  of  two  rooms  was  made  to  the  Fourth  Ward 
building  in  the  summer  of  1879.    Mr.  F.  M.  Ellis, 

.  Addition 

an  architect  of  Marshalltown,  Iowa,  was  employed  to  Fourth 
to  make  the  plans  and  specifications  for  this  im- 


72  GALESBURG   PUBLIC    SCHOOLS 

provement  and  to  superintend  the  construction  of  the  same, 
for  which  services  he  was  to  receive  not  more  than  one 
hundred  dollars.  The  contract  for  building  the  addition  was 
let  to  J.  M.  Wilbur  for  $3,274.  George  L.  Arnold  super- 
intended the  work  and  received  one  dollar  a  day  for  his  ser- 
vices. The  addition  was  completed  in  time  for  the  opening 
of  schools  in  September,  1889. 

This  completed  the  work  of  the  Board  in  purchasing 
school  sites,  building  schoolhouses  and  making  permanent 
improvements  for  this  period  of  eleven  years ;  the  amount  of 
money  thus  expended  was  about  $50,000.  While  the 
work  done  was  of  a  cheap  order,  no  bonds  were  outstanding 
and  the  district  was  free  from  debt. 

3.      THE   BOARD   AND   ITS   ACTIVITIES. 

For  years  after  the  Board  of  Education  was  first  organ- 
TheFunc-  1ZQ^  ^  was  disposed  to  act  upon  all  matters  that 
comm't-  came  before  it  as  a  body  and  not  to  make  use  of  a 
tees.  committee  for  anything.  This  method  of  transact- 

ing business  where  the  volume  is  small  is  the  best,  but  for 
the  Board  of  Education,  with  the  amount  of  business  that 
comes  before  it,  to  attempt  to  act  upon  every  detail  as  a 
body  was  out  of  the  question.  Committees  must  be  used  to 
collect,  sift  and  classify  the  facts  pertaining  to  the  ques- 
tions that  come  before  the  Board,  and  to  make  definite 
recommendations  in  regard  to  the  action  to  be  taken.  When 
an  organization  once  learns  the  use  and  convenience  of  the 
committee,  it  is  likely  to  act  too  much  through  its  commit- 
tees. That  was  just  what  happened  in  this  period.  The 
Board  fell  into  the  habit  of  referring  many  things  to  the  dif- 
ferent committees  with  power  to  act,  without  requiring 
them  to  report  back  the  action  taken,  and  that  was  the  last 
ever  heard  of  the  matter,  so  far  as  the  records  show.  When 
the  matter  referred  involved  paying  a  bill,  fixing  a  salary,  or 
letting  a  contract,  it  was  quite  important,  for  more  reasons 
than  one,  that  the  records  show  what  action  was  taken.  In 


PERIOD    OF   RETRENCHMENT:  1874-1885  73 

many  cases  it  is  impossible  for  one  to  determine  by  the  rec- 
ords what  action  was  taken,  or  what  amount  of  money  was 
paid  out.  By  way  of  illustration,  two  entries,  which  are  by 
no  means  exceptional,  are  here  given  from  the  records : 
"June  11,  1877— It  was  voted  that  the  sum  of  $4,000  be 
placed  to  the  credit  of  the  Building  Committee  to  be  ap- 
plied on  the  Sixth  Ward  School  building,  in  such  sums  and 
at  such  times  as  they  approve."  "July  14,  1874 — The  prop- 
ositions and  contracts  of  Haxtun  Steam  Heater  Co.  to  fur- 
nish a  new  boiler  for  the  Fourth  Ward  building  and  put  the 
pipes,  etc.,  in  proper  condition  for  heating,  and  to  furnish, 
put  in  and  complete  steam  heating  apparatus  for  the 
Seventh  Ward  School,  were  accepted  and  the  Mayor  and 
Clerk  were  authorized  to  sign  said  contract  on  behalf  of  the 
Board  and  to  issue  warrants  thereon."  No  further  entries 
in  the  records  show  what  was  done  in  either  of  these  cases. 
Besides  the  manifest  convenience  of  thus  doing  business  a 
further  reason  for  giving  such  powers  to  a  committee  may 
be  the  fact  that  no  quorum  might  be  present  at  the  next 
regular  meeting,  which  was  frequently  the  case  in  those 
days.  As  late  as  March,  1885,  the  Republican-Register  com- 
mented as  follows :  "There  was  no  quorum  of  the  Board  of 
Education  present  at  the  time  of  the  last  meeting  and  busi- 
ness relating  to  the  schools  had  been  lingering  along  for  two, 
or  three  months  without  being  attended  to."  For  the  past 
twenty-five  years  there  has  been  but  one  regular  meeting  of 
the  Board  at  which  a  quorum  was  not  present. 

Among  the  standing  committees  of  the  Board  of  Educa- 
tion from  its  first  organization  was  one  called  the  Teachers 
Examining  Committee,  whose  duty  it  was  to  give  Examined. 
an  examination  to  all  applicants  for  positions  in  the  schools 
and  to  issue  certificates  to  such  as  in  its  judgment  were 
qualified.  A  person  was  required  to  have  such  a  certificate 
before  he  or  she  could  be  appointed.  It  was  apparently  the 
custom  of  this  committee  to  hold  an  examination  only  once 
a  year  and  that  at  the  close  of  the  schools  in  June.  This  ac- 


74  GALESBURG   PUBLIC   SCHOOLS 

commodated  those  who  were  appointed  at  the  regular  time, 
but  when  it  became  necessary  to  fill  a  vacancy  that  occurred 
after  the  opening  of  schools  in  September,  it  was  not  al- 
ways possible  to  secure  one  who  held  a  certificate  from  the 
Examining  Committee.  In  the  course  of  years  quite  a 
number  of  teachers  got  into  the  schools  in  this  way  without 
certificates,  and  having  proved  themselves  competent  in  the 
school  room,  no  examination  was  required  of  them  later. 
This  caused  dissatisfaction  among  applicants  who  held  no 
certificates  and  who  wanted  to  escape  the  examination. 
Their  claim  was  that  while  there  were  regular  teachers  in 
the  schools  who  held  no  certificates,  "Why  should  we  be  re- 
quired to  secure  them?"  The  fact  was  that  the  Examining 
Committee  had  come  to  be  looked  upon  as  a  device  invoked 
by  the  Board  to  relieve  its  members  from  the  importunities 
of  undesirable  applicants  and  their  friends,  rather  than  as  a 
means  of  determining  the  qualifications  of  those  applying 
for  positions.  To  free  itself  from  this  criticism,  the  Board 
in  appointing  the  teachers  in  June,  1877,  made  all  the  ap- 
pointments, that  of  the  Superintendent  included,  subject  to 
an  examination.  The  effect  of  this  action  was  the  reverse 
of  what  the  Board  had  expected.  It  was  designed  to  allay 
the  dissatisfaction  of  a  comparatively  few  applicants  and 
their  friends,  but  it  aroused  the  indignation  and  called  forth 
the  denunciation  of  all  the  teachers  and  their  host  of  friends. 
This  was  a  turbulent  year  in  the  Board  anyway,  and  one 
thing  more  did  not  at  first  seem  to  make  any  difference  with 
the  members.  For  weeks  the  subject  was  thoroughly  dis- 
cussed in  the  public  press  by  the  reporters,  the  teachers,  the 
Superintendent  and  "The  Occasional  Contributor."  Many 
uncomplimentary  reflections  were  made.  Even  the  integ- 
rity of  the  Superintendent  was  called  into  question.  When 
the  examination  was  held  many  of  the  teachers  did  not  at- 
tend. It  appears  by  the  public  press  that  those  who  held 
certificates  were  not  notified  of  the  examination.  When  the 
majority  of  the  committee  made  its  report  to  the  Board,  the 


PERIOD    OF    RETRENCHMENT:  1874-1885  75 

minority  members  publicly  charged  that  "the  report  was 
crooked,"  that  it  contained  the  names  of  teachers  as  having 
passed  the  examination  who  were  not  even  present  at  any 
time  during  the  progress  of  the  examination.  The  Board 
doubtless  felt  like  the  boy  who,  while  wandering  in  the 
blacksmith  shop  picked  up  a  piece  of  hot  iron  the  blacksmith 
had  recently  cast  aside.  At  the  meeting  of  the  Board  in 
August  all  the  teachers  were  appointed  on  the  recommenda- 
tion of  the  committee,  which  saved  itself  and  the  Board  by 
recommending  the  adoption  of  the  following  rule :  "No 
teacher  shall  be  employed  to  teach  in  any  of  the  public 
schools  of  this  city  unless  they  hold  a  certificate  from  the 
Teachers'  Committee,  and  such  certificates  shall  be  good  for 
the  term  of  three  years.  This  rule  to  take  effect  and  be  in 
force  January  1st,  1878."  The  subject  was  finally  dismissed 
at  this  meeting  of  the  Board  by  "Superintendent  Andrews 
making  a  brief  personal  explanation  respecting  the  integrity 
of  his  intentions  in  the  conduct  of  the  famous  examina- 
tions." 

All  the  teachers  were  again  required  to  be  examined  for 
certificates  in  September,  1883.    This  time  it  was  Teachers 

A^Civin 

by  the  County  Superintendent  of  Schools.  It  Examined, 
came  about  in  this  way.  At  a  meeting  of  the  Board,  when 
some  of  the  members  were  not  present,  a  teacher  was  ap- 
pointed who  held  a  certificate  only  from  the  County  Super- 
intendent. At  the  next  meeting  objection  was  made  to  this 
appointment  on  the  grounds  that  the  person  did  not  hold  a 
certificate  from  the  Examining  Committee  of  the  Board. 
The  question  was  referred  to  the  State  Superintendent  for 
his  decision.  He  rendered  an  opinion  that  no  one  who  did 
not  hold  either  a  county  or  state  certificate  could  teach  in 
the  public  schools  of  the  city.  As  the  Board  of  Education 
was  drawing  at  that  time  about  $5,000  from  the  state 
fund,  there  was  nothing  to  do  but  to  have  the  teachers  com- 
ply with  the  decision  of  the  State  Superintendent,  which 
they  did,  on  September  7,  1883,  as  before  stated.  The 


76  GALESBURG   PUBLIC    SCHOOLS 

Board  not  being  fully  satisfied  with  the  opinion  of  the  state 
department  employed  Mr.  Fred  A.  Willoughby  to  take  up 
the  question  on  an  agreed  case  to  the  Supreme  Court  for  a 
decision.  The  Court  sustained  the  opinion  of  the  State  Su- 
perintendent. The  effect  of  this  decision  made  an  examin- 
ation by  the  Examining  Committee  unnecessary  and  it  ac- 
cordingly ceased  without  any  action  of  the  Board  to  exer- 
cise that  power,  and  the  name  was  changed  to  "Teachers* 
Committee." 

All  the  salaries  varied  greatly  at  different  times  in  this 
superin-  period.  In  1874  the  salary  of  the  Superintendent 
teta*.  '  was  made  $1,800;  in  1877,  $1,500;  in  1879,  $1,400; 
in  1880,  $1,500;  in  1881,  $1,600;  in  1882,  $1,700. 

During  the  first  year  there  was  a  campaign  to  increase 
sa^aries  of  the  teachers  which  was  successful. 


salaries 

increased.    At  the  October  meeting  of    the    Board  "It  was 

voted,  on  motion  of  Director  Knowles,  that  the  salary  of 
teachers  who  received  $40  per  month  last  year  be  in- 
creased to  $45  per  month  and,  on  motion  of  Director 
Cooke,  the  salary  of  all  present  teachers  who  received  $45 
per  month  last  year  be  increased  to  $48  per  month." 
The  question  of  a  further  increase  of  salaries  continued  to 
be  agitated  throughout  this  year.  A  special  committee  was 
appointed  in  April  to  investigate  the  subject  and  to  report  a 
revised  schedule  of  salaries.  In  July  this  committee  recom- 
mended that  the  salaries  of  the  principals  of  the  Third, 
Fourth  and  Fifth  wards  and  also  that  of  the  teacher  of 
the  Grammar  School  (Room  F,  High  School  building)  be 
made  $60  per  month.  No  recommendation  as  to  the  salaries 
of  the  other  teachers  was  made.  This  report  was  adopted, 
and  here  the  increase  of  salaries  stops  for  this  period.  At  the 
meeting  in  September  "The  Superintendent  was  instructed 
to  notify  the  teachers  that  this  Board  does  not  wish  to  en- 
tertain the  subject  of  increase  of  salaries  during  the  next 
eight  months." 


PERIOD    OF    RETRENCHMENT:  1874-1885  77 

In  June,  1877,  that  fateful  year,  the  Board  made  its  first 
reduction  in  salaries,  fixing  that  of  the  Superin-  Salarieg 
tendent  at  $1,500,  the  Principal  of  the  High  School  Deceased. 
at  $70  per  month,  those  of  the  principals  of  the  ward 
schools  at  $54  per  month,  and  those  of  the  grade  teachers  at 
$45  and  $35  per  month.  This  was  designed  to  be  a 
ten  per  cent  reduction.  When  the  teachers  were  appointed 
in  June,  1879,  Director  Stone  moved  that  the  salaries  be  the 
same  as  they  were  the  year  before,  but  before  a  vote  could 
be  taken  on  this  motion,  the  following  schedule  of  salaries 
was  proposed  and  adopted,  Directors  Stone  and  Arnold  be- 
ing the  only  members  voting  against  it :  Superintendent  of 
Schools,  $1,400;  Principal  of  High  School,  $580;  As- 
sistant Principal,  $427.50;  Principal,  Assistant  Principal  and 
first  grammar  room  teacher  of  Fourth  Ward,  $450 
each;  general  teachers,  $380;  principals  of  Third,  Fifth, 
Sixth  and  Seventh  wards,  $450  each;  teachers  for  the 
first  year,  $270;  and  teachers  for  the  second  year,  $315. 
This  was  intended  for  another  ten  per  cent  reduction.  Thus, 
in  two  years  all  salaries  were  reduced  twenty  per  cent  or 
more,  dropping  from  the  highest  point  to  the  lowest.  As 
far  as  the  records  show  no  protest  was  made  and  the  public 
press  appears  to  have  been  silent  on  the  subject. 

When  the  teachers  were  appointed  in  1880  some  few  re- 
ceived a  slight  increase  in  their  salaries  and  the  Salaries 
same  was  true  in  1881.  At  the  November  meet-  Bestored- 
ing  in  1881  Director  Stone  moved  "That  for  the  remainder 
of  the  year  the  salaries  of  all  teachers  and  janitors  be  in- 
creased ten  per  cent."  Pending  the  consideration  of  the 
question  the  Board  virtually  restored  the  old  salaries  on  the 
recommendation  of  the  Examining  Committee,  and  they  re- 
mained unchanged  to  the  end  of  the  period.  The  salaries 
were  as  follows:  Superintendent  of  Schools,  $1,700;  Prin- 
cipal of  the  High  School,  $700;  the  two  assistants  in  the 
High  School,  the  teachers  of  the  eighth  grade,  and  the  ward 


78  GALESBURG   PUBLIC    SCHOOLS 

principals,  $540 ;  two  of  the  grade  teachers,  $495 ;  fourteen, 
$450;  five,  $405 ;  and  six,  $360. 

If  it  were  true,  as  it  is  frequently  stated,  that  the  num- 
schooi  ker  of  votes  polled  at  the  school  election  measures 
Elections.  tne  interest  the  people  take  in  public  education, 
then  the  citizens  of  Galesburg  have  never  been  so  interested 
in  their  schools  as  they  were  in  those  years.  There  were 
681  votes  cast  at  the  school  election  in  1875 ;  in  1876,  867 ; 
in  1878,  1,464;  and  1,326  in  1879.  The  editorial  comment  on 
this  subject  in  the  Republican-Register  of  June  1,  1878,  is 
worthy  of  a  place  here : 

"On  Monday  next  our  citizens  will  be  called  upon  to  elect 
three  members  of  the  Board  of  Education,  one  each  from  the  Third 
and  Sixth  Wards,  to  serve  a  full  term  of  three  years,  and  one  from 
the  Second  Ward  to  fill  a  vacancy.  If  there  are  positions  that  only 
'the  best  men'  should  be  selected  to  fill,  they  are  those  connected 
with  our  schools,  and  especially  do  we  need  our  'best  men'  to  serve 
on  the  Board — not  only  men  who  are  friendly  to  our  system  of 
schools,  and  who  possess  the  confidence  of  the  people,  but  who  are 
qualified  by  education  and  experience  to  discharge  the  duties  of  the 
office  intelligently,  wisely,  and  without  partiality  or  prejudice.  The 
questions  commonly  dividing  our  citizens  in  the  City  and  Ward 
elections,  should  not  be  permitted  to  intrude  themselves  when  it 
comes  to  the  selection  of  school  officers;  and  the  friendship  to  com- 
mon schools  of  the  man  who  does  intrude  them,  is  to  be  seriously 
questioned.  The  idea  that  'any  person  is  good  enough  for  a  school 
director'  is  a  mistaken  one.  ...  It  is  a  most  important  po- 
sition, morally,  politically,  and  financially.  School  Boards  can  be 
improved  upon;  and  all  should  strive,  no  matter  how  good  the 
present  may  be,  to  make  the  incoming  always  better  than  the  out- 
going Board.  We  trust  our  people  Monday  will  agree  upon  a  ticket 
composed  of  good  men,  and  elect  it  without  contest." 

The  first  time  the  Board  of  Education  received  an  order 
vaccina-  from  the  State  Board  of  Health  requiring  all 
tion.  school  children  to  be  vaccinated,  was  in  December, 

1881.  A  special  meeting  of  the  Board  was  immediately 
called,  and  on  motion  of  Director  Stone  it  was  voted  "That 
the  Superintendent  be  instructed  to  direct  each  teacher  to 
carry  out  the  requirements  of  the  State  Board  of  Health 


PERIOD    OF   RETRENCHMENT:  1874-1885  79 

concerning  the  vaccination  of  pupils."  The  subject  of  vac- 
cination was  subsequently  before  the  Board  many  times  for 
discussion  in  the  other  years  of  this  period,  and  it  was  the 
source  of  much  friction  between  the  school  authorities — the 
teachers  in  particular — on  the  one  hand,  and  the  parents  and 
physicians  on  the  other.  The  order  was,  however,  kept  in 
force. 

There  was  a  time  in  the  public  schools,  and  it  was  a  long 
time  too,  when  the  promotion  of  a  pupil  depended  Examina. 
entirely  upon  how  well  he  answered  a  set  of  ques-  tions- 
tions,  generally  ten  in  number,  in  each  subject,  on  a  certain 
day  at  the  close  of  the  year.  How  well  he  had  done  his 
work  all  the  other  days  of  the  year  was  as  nothing  when 
compared  with  his  work  on  the  day  of  final  examination. 
Nothing  could  have  been  more  unreasonable  or  better  de- 
signed to  make  nervous  wrecks  of  the  pupils  than  such  a 
plan.  This  cruel  and  wicked  system  was  abolished  by  the 
Board  of  Education  at  its  August  meeting  in  1884,  as  the 
following  entry  from  its  records  shows : 

"Director  Stone  moved  that  the  rule  concerning  the  average 
standing  of  pupils  be  amended  so  as  to  provide  that  in  determining 
the  standing  of  pupils  for  promotion  or  graduation  the  year's  work 
in  each  study  shall  be  taken  into  consideration." 

This  action  was  all  the  more  significant  as  it  was  the 
only  instance  where  the  records  indicate  that  the  Board  of 
Education  ever  took  special  action  in  reference  to  the  classi- 
fication and  promotion  of  pupils. 

The  habit  the  people  had  formed   in  the  early  years  of 
coming  to  the  Board  with  complaints,  continued  Com_ 
to  some  extent  through  this  period.    There  were  Plaint8- 
only  two  years  in  which  one  or  more  parents  did  not  appear 
before  the  Board  with  complaints  against  the  teachers  or 
the  Superintendent.     There  were,  altogether,  sixteen  such 
complaints;  of  course    1877   was   the   banner   year  in  this 
respect,  one-third  of  all  these  cases  occurring  in  it.  Trouble 
for  those  connected  with  the  schools  seems  to  have  been  in 


80  GALESBURG   PUBLIC    SCHOOLS 

the  air  that  year.  The  last  petition  to  be  signed  by  parents, 
asking  to  have  a  teacher  dismissed  from  the  schools,  was 
presented  to  the  Board  in  1880. 

It  was  during  this  period  that  most  of  the  lots  originally 
owned  and  used  for  school  purposes  were  disposed 
of.  The  records  of  the  Board  are  very  incomplete 
as  to  the  disposition  made  of  these  lots.  Most  of  the  follow- 
ing facts  were  obtained  from  the  county  records.  The  lot 
in  the  Third  Ward  on  the  southwest  corner  of  Kellogg  and 
Losey  streets,  six  by  twelve  rods,  was  sold  in  1875  for 
$825;  the  lot  on  Simmons  street,  between  West  and  Acad- 
emy streets,  three  by  ten  rods,  was  sold  in  1877  for  $350; 
the  Sixth  Ward  lot  on  the  northeast  corner  of  Maple  ave- 
nue and  North  street,  four  by  nine  rods,  was  sold  in  1878 
for  $300 ;  the  lot  in  the  Fifth  Ward,  fourteen  rods  on  Mon- 
mouth  street  and  twelve  rods  on  Brooks  street,  was  sold  in 
1882  for  $125 ;  and  in  the  same  year  the  one  in  the  Seventh 
Ward,  on  First  street  between  Seminary  and  Chambers 
streets,  five  by  eighteen  rods,  was  sold  for  $400.  A  lot  on 
Cedar  street,  joining  the  High  School  grounds  on  the  south, 
was  purchased  in  1878  for  $1,000. 

4.     TEACHERS'  MEETINGS  AND  VOLUNTARY  TRAINING. 

The  rules  of  the  Board  provide  for  general  meetings  of 
Teachers'  tne  teachers.  At  the  first  meeting  of  the  teachers 
Meetings.  jn  September  of  each  year  one  of  their  own  num- 
ber is  elected  secretary,  who  keeps  a  more  or  less  complete 
record  of  the  meetings  for  the  year.  These  records  have  all 
been  preserved  and  from  them  can  be  gathered  a  fair  idea  of 
what  is  considered  from  time  to  time  as  important  in  the 
theory  and  practice  of  conducting  schools.  The  meetings  of 
this  period  were  mostly  devoted  to  the  practical  every  day 
work  of  the  schoolroom,  to  discussing  the  best  methods  of 
teaching  the  different  topics  in  the  various  branches.  The 
topics  would  be  assigned  at  one  meeting  to  certain  teachers 
who  would  present  them  at  the  next,  after  which  a  general 


!%*.          ™ 


I  / 


Bj^ 


THIRD  WARD 

The    Representatives    of    the    Third    Ward    on    the    Board    of    Education 
since  its   First   Organization   in   June,   1861. 


PERIOD    OF    RETRENCHMENT:  1874-1885  81 

discussion  would  follow.  In  one  or  two  instances  a  teacher 
brought  her  class  of  pupils  before  the  meeting  and  con- 
ducted a  recitation  illustrating  thus  her  method  of  teaching. 
Teachers,  after  visiting  schools  in  other  cities,  would  give 
an  extended  report  of  what  they  had  seen.  The  work  of  the 
schools  in  St.  Louis,  Chicago,  Brooklyn  and  Aurora  was  re- 
ported in  this  way.  Discipline,  oral  instruction,  prize  read- 
ing, Friday  afternoon  exercises,  examinations  and  ventila- 
tion of  the  schoolroom  were  some  of  the  subjects  most  fre- 
quently up  for  discussion.  All  the  teachers  expressed  them- 
selves as  in  favor  of  the  Friday  afternoon  exercises,  but  they 
were  strongly  opposed  to  doing  away  with  examinations, 
which  was  a  popular  movement  in  1883  among  the  schools 
of  the  country.  Some  formal  papers  were  prepared  and  read 
by  the  teachers  on  subjects  such  as  "Geology  of  Knox  Coun- 
ty," and  "The  Practical  in  Education,"  by  Mr.  F.  R.  Jelliff ; 
"The  Ocean  Currents,"  by  Mr.  O.  P.  Bostwick ;  "Teaching 
and  Training,"  by  Miss  Ida  M.  McCall;  "Reading,"  by  Miss 
K.  G.  Clarke ;  and  "Writing  in  the  Lower  Grades,"  by  Mr. 
G.  H.  Bridge.  One  year  a  committee  of  the  teachers  made 
out  the  programs  for  the  meetings.  Only  three  persons  from 
the  outside  addressed  the  teachers  in  these  eleven  years. 
They  were  Dr.  J.  V.  N.  Standish,  on  "The  Louvre;"  Rev. 
Mr.  Shrimpton,  Rector  of  Grace  Church,  and  Miss  Mathilda 
H.  Ross,  on  "Kindergarten  Work."  From  the  organization 
of  the  schools  in  1862  to  February,  1877,  these  meetings  had 
been  held  twice  a  month,  convening  on  Friday  at  3 :30  p.  m. 
After  that  date  they  were  held  once  a  month.  There  is  an 
interesting  bit  of  history  connected  with  this  change  in  the 
number  of  meetings  required.  It  was  voted  at  a  meeting  of 
the  Board  in  December,  1876,  "That  the  rule  of  the  Board  in 
regard  to  teachers'  meetings  be  so  changed  as  to  require 
such  meetings  to  be  held  on  Saturdays."  Director  Cooke 
was  the  only  member  who  voted  against  this  resolution. 
All  the  teachers  attended  the  first  meeting  held  on  Satur- 
day, but  there  were  thirteen  who  were  not  present  at  the 


82  GALESBURG   PUBLIC   SCHOOLS 

next  meeting  to  respond  to  their  names  when  the  roll  was 
called.  This  had  the  desired  effect.  The  Board  changed  the 
time  of  meeting  back  to  Friday  and  made  the  number  of 
meetings  required  one  instead  of  two  each  month.  The 
secretary  wrote  in  the  records  of  the  next  meeting  "Joy  was 
written  on  the  faces  of  all  as  a  result  of  the  fact  that  teach- 
ers' meetings  were  to  be  held  on  Saturday  no  longer."  The 
last  meeting  of  each  year  was  spent  in  reading  the  names  of 
pupils  registered  in  the  schools  during  the  year  with  the 
age  at  the  time  of  entering.  It  was  in  this  way  that  the  total 
number  enrolled  during  the  year  was  determined. 

In  addition  to  the  professional  training  received  from 
Professor  t^le  teachers'  meetings,  Professor  S.  S.  Hamill,  an 
Hamiii.  elocutionist  of  reputed  merit,  was  employed  by  the 
teachers  in  February,  1880,  to  give  them  a  course  of  ten  les- 
sons in  voice  culture  and  reading.  In  this  way  they  hoped 
the  better  to  qualify  themselves  for  imparting  like  instruc- 
tion to  their  pupils.  For  these  lectures  the  teachers  paid 
Professor  Hamill  $100.  He  gave  a  public  reading  at  the 
close,  the  receipts  of  which  went  toward  paying  this  amount. 
Such  special  work  as  this  by  teachers,  especially  when  of 
their  own  initiative,  is  life-giving  and  deserving  of  encour- 
agement. The  good  effects  of  these  lectures  were  felt  in  the 
schools  for  years. 

5.      COURSES  OF  STUDY. 

A  course  of  study  was  printed  in  1878.  For  some  time 
previous  to  that  date  the  Board  of  Education  had 
felt  the  need  of  having  the  rules  and  regulations 
revised  and  printed,  and  when  they  were  issued  in 
pamphlet  form  in  that  year  the  Superintendent  succeeded 
in  having  included  a  course  of  study.  This  was  the  second 
course  of  study  to  be  printed,  the  first  one  being  in  1865.  It 
is  interesting  to  note  the  changes  made  in  the  school  work 
in  those  thirteen  years,  and  it  is  rather  remarkable  that  the 
changes  here  mentioned  were  made  apparently  without  any 


PERIOD    OF    RETRENCHMENT:  1874-1885  83 

action  of  the  Board  of  Education;  at  least  no  reference  to 
them  is  contained  in  the  records.  It  is  a  good  illustration 
that  sometimes  in  the  growth  of  an  institution  vital  changes 
occur  without  receiving  official  sanction.  In  this  course  of 
study  of  1865  there  were  seven  years  in  the  grades  and  two 
years  in  the  High  School ;  in  1878  there  were  eight  years  in 
the  grades  and  three  years  in  the  High  School — an  addition 
of  one  year  to  each  department.  The  attendance  record 
shows  that  in  1874  there  were  ten  grades  below  the  High 
School.  The  records  of  the  Board  are  silent  about  why  and 
when  these  important  changes  were  made.  In  1865  the 
seven  years  of  work  in  the  grades  were  subdivided  into  the 
primary  division,  the  intermediate  division,  and  the  gram- 
mar division,  and  the  different  grades  were  numbered  from 
one  to  seven,  beginning  with  the  last  year.  In  1878  these 
subdivisions  had  disappeared  and  the  grades  were  numbered 
from  one  to  eight,  beginning  with  the  first  year  of  school; 
for  example,  a  pupil  in  grade  one  in  1865  did  the  last  year's 
work  below  the  High  School,  while  in  1878  a  pupil  in  grade 
one  did  the  work  of  the  first  year  of  school.  The  course  of 
study  in  1878  contained  quite  a  full  outline  of  work  to  be 
done  in  reading,  arithmetic,  grammar,  geography,  his- 
tory, spelling,  drawing  and  oral  work. 

The  pupils  were  taught  to  read  by  the  word  and  phonetic 
method,  Leigh's  Primer,  a  book  in  which  an  at-  Reading. 
tempt  was  made  to  represent,  to  a  limited  extent,  the  pho- 
netic sounds  of  some  of  the  letters  by  slightly  modifying 
their  forms,  being  used.  A  First  Reader,  containing  a 
vocabulary  of  about  seven  hundred  words,  was  also  read  in 
this  grade.  The  Second  Reader  was  begun  and  completed 
in  the  second  grade.  The  Third  Reader  was  taken  up  in 
the  third  grade  but  only  one  hundred  and  seventy-five  pages 
of  it  were  read.  It  was  completed  in  the  fourth  grade  and 
the  Fourth  Reader  begun.  While  the  Fourth  Reader  thus 
furnished  a  part  of  the  reading  for  the  fourth  grade,  it  also 
furnished  all  the  reading  for  the  fifth  and  sixth  grades.  The 


84  GALESBURG   PUBLIC    SCHOOLS 

Fifth  Reader  was  read  in  the  seventh  and  eighth  grades. 
The  five  reading  books  used  were  so  divided  that  each  of 
the  eight  grades  had  about  one  hundred  and  seventy-five 
pages  of  reading  matter.  Vocal  culture  received  much  at- 
tention in  the  teaching  of  reading;  pupils  of  the  third  grade, 
for  instance,  were  expected  to  understand  and  define  artic- 
ulation, emphasis,  rate,  accent  and  inflection;  those  of  the 
fifth  grade,  pitch,  force,  volume  and  quality  of  voice. 

A  book  on  arithmetic  was  not  placed  in  the  hands  of  the 
Arith-  pupils  until  they  reached  the  sixth  grade.  The 
metic.  work  in  the  first  five  grades,  which  was  largely 
abstract,  was  oral  and  it  was  called  "numbers."  It  was 
based  on  the  Grube  method.  The  multiplication  table  was 
learned  in  the  second  and  third  grades,  the  same  as  now. 
The  work  of  the  fourth  grade  included  the  fundamental 
rules;  the  fifth  grade,  common  fractions;  the  sixth  grade, 
decimal  fractions  and  measurements;  the  seventh  grade, 
percentage  and  interest;  the  eighth  grade,  the  applications 
of  percentage,  square  and  cube  root. 

A  text-book  on  grammar  was  used  in  the  seventh  and 
eighth  grades.  Below  these  grades  the  work  was 

Grammar. 

all  done  orally  under  the  name  of  "language  les- 
sons;" while  there  was  some  writing  of  compositions  in 
each  of  these  grades,  the  work  was,  however,  largely  tech- 
nical grammar. 

Five  years  were  devoted  to  geography.  Oral  lessons 
were  given  throughout  the  third  year;  a  Primary 
Geography  was  taught  in  the  fourth  and  fifth 
years,  and  a  Comprehensive  Geography  in  the  sixth  and 
seventh  years.  Map  drawing  was  called  for  each  year,  and 
much  emphasis  was  placed  on  imaginary  journeys  between 
places  studied. 

Spelling  was  taught  in  all  the    grades    but  no  spelling 

book  was  at  that  time  in  the  schools.    The  words 

for  spelling  were  selected  from  the  books  used  in 

the  grades.    There  is,  perhaps,  no  better  method  of  teaching 


PERIOD    OF    RETRENCHMENT:  1874-1885  85 

spelling,  provided  the  teacher  appreciates  the  importance 
of  the  subject  and  takes  sufficient  time  and  care  for  the 
work,  which  she  is  not  likely  to  do  when  the  program  be- 
comes crowded.  At  one  of  the  teachers'  meetings,  after  a 
spirited  discussion,  a  vote  was  taken  whether  or  not  the 
syllables  of  a  word  should  be  pronounced  in  spelling.  Thir- 
teen teachers  were  in  favor  of  the  practice  and  eighteen 
against  it. 

The  systematic  teaching  of  penmanship,  or  "writing," 
was  begun    in  the    fourth    grade  and  continued  Pen_ 
throughout  the  other  grades.     A  copy  book  was  manshiP- 
used.    The  pupils  first  used  pen  and  ink  in  the  fourth  grade. 

A  course  was  outlined  in  drawing  for  each   grade.     Be- 
ginning with  the  third  grade,  two  drawing  books 
were  used  each  year;  synthetic  in  the  third    and 
fourth,  analytic  in   the   fifth   and  sixth,  and  perspective   in 
the  seventh    and    eighth.     The    teacher    was    expected  to 
write  out  the  work    she  did  on  each    of  the  subjects  in  a 
blank  book  provided  for  her. 

As  there  were  only  three  hundred  copies  of  the  course  of 
study  printed  in  1878,  the  supply  probably  became 

,    .          .  Course  of 

exhausted  in  six  years  and  a  new  edition  was  nee-  study 

of  1884. 

essary.  At  any  rate  another  course  of  study  quite 
similar  to  that  of  1878  was  printed  in  1884.  The  pamphlet 
was  twice  as  large.  This  was  due  to  the  fact  that  it  was  a 
manual  as  well  as  a  course  of  study.  In  those  six  years 
there  had  been  a  decided  change  in  the  amount  of  work  to 
be  done  orally  and  in  the  text-books;  a  spelling  book  was 
now  in  the  hands  of  the  pupils  in  the  last  three  grades,  while 
in  1878  there  was  no  spelling  book  in  any  grade ;  a  book  on 
arithmetic  was  taken  up  three  years  earlier,  in  the  third 
grade  in  place  of  the  sixth ;  a  language  book  was  begun  a 
year  earlier;  the  dictionary  was  introduced  in  the  third 
grade  instead  of  the  fourth.  Penmanship  above  the  second 
grade  was  taught  by  a  special  teacher.  Drawing  books  had 
been  changed  and  the  Bartholomew  system  of  drawing  was 


86  GALESBURG   PUBLIC    SCHOOLS 

again  in  the  schools.  There  was  no  outline  nor  direction 
given  in  this  subject  further  than  the  number  of  the  two 
books  to  be  used  in  the  grade.  The  Fourth  Reader  was 
completed  in  the  fifth  grade,  and  "Readings  in  Nature"  was 
the  text-book  for  the  sixth  grade.  Two  pages  were  given 
to  an  outline  of  civil  government  for  the  use  of  teachers 
and  pupils  in  the  grades  below  the  High  School,  and  one 
page  to  a  list  of  authors  in  the  different  departments  of  lit- 
erature, for  the  purpose  of  aiding  the  teachers  in  directing 
their  pupils  to  a  course  of  reading  and  the  formation  of  a 
good  library. 

Penmanship  was  taught  by   the  regular   teachers  with 
Pen-  copy  books  for  the  first   six  years   of  this  period, 

mamhip.  At  the  August  meeting  of  the  Board  in  1880,  it  was 
voted,  on  motion  of  Director  Murdoch,  to  employ  a  special 
teacher  of  penmanship  for  that  year.  Mr.  J.  M.  Martin, 
who  was  conducting  the  Western  Business  College  in  the 
city  at  that  time,  was  employed  for  the  fall  term  to  spend 
several  hours  daily  in  the  schools,  for  which  he  was  paid 
forty-five  dollars  a  month.  Mr.  G.  H.  Bridge  was  made 
special  teacher  of  penmanship  in  January,  1881,  which  po- 
sition he  filled  not  only  for  the  remainder  of  this  period,  but 
also  for  several  succeeding  years.  He  gave  two  lessons  a 
week  in  each  room,  beginning  with  the  third  grade.  He 
soon  discarded  the  copy  book. 

There  was  an  effort  made  in  this  period  to  teach   draw- 
ing, but  according  to  the  records  of  the  teachers' 
meetings  it  was  not  successfully    taught.      The 
Bartholomew  system  of    drawing    was  re-adopted  in  Jan- 
uary, 1884,  on  motion  of  Director  Murdoch.     The  Repub- 
lican-Register in  commenting  on  this  action  of  the  Board 
said :    "This  action,  in  effect,  introduces  instruction  on  this 
important  subject."    The  work  was  begun  immediately  but 
only  in  the  second,  third,  fourth  and  fifth  grades.    It  made 
but  little  headway.    There  was  no  special  teacher  for  the 


PERIOD    OF    RETRENCHMENT:  1874-1885  87 

subject  and  the  Board  at  no  time  considered  the  advisability 
of  appointing  one. 

There  were  several  unsuccessful  attempts  made  in  this 
period  to  have  music  taught  in  the  schools.  At 
the  September  meeting  of  1878  Mrs.  M.  D.  Cooke 
personally  appeared  and  addressed  the  Board  on  the  desir- 
ability of  introducing  the  teaching  of  vocal  music  in  the 
schools.  The  subject  was  referred  to  the  Teachers*  Com- 
mittee to  report  at  the  next  meeting,  which  it  did  by  recom- 
mending that  the  question  be  postponed  until  an  appropria- 
tion could  be  made  and  included  in  the  tax  levy.  The  ques- 
tion was  again  before  the  Board  in  August,  1880.  At  that 
meeting  a  motion,  made  by  Director  Murdoch,  to  employ  a 
teacher  for  the  ensuing  year  to  conduct  "Mason's  Musical 
Course"  was  adopted  by  a  vote  of  four  to  one.  At  the  next 
meeting  of  the  Board,  however,  this  action  was  rescinded. 
Later  in  that  year  Director  Murdoch  made  several  efforts  to 
have  music  introduced  in  the  schools  but  they  were  all  of 
no  avail. 

The  study  of  the  principles  of  the  kindergarten  and  the 
application  of  its  methods  to  public  school  work, 
which  have  so  changed  the  methods  of  instruction  sarten 
and  the  spirit  of  public  schools,  began  the  latter 
part  of  this  period.  This  movement  originated  entirely  with 
the  teachers,  and  the  Sixth  Ward  School  led  the  way.  In 
1880  Miss  F.  Lilian  Taylor  was  Principal  of  that  school  and 
Miss  Clara  O.  Horton  the  primary  teacher.  Miss  Horton 
provided  herself  with  a  superior  kindergarten  table  of  her 
own  design  and  began  giving  some  kindergarten  work  and 
applying  some  of  its  methods  to  the  regular  work  of  the 
grade.  Miss  Taylor  discovered  that  she  could  use  some  of 
the  kindergarten  materials  and  methods  in  her  work  with 
the  fifth  and  sixth  grades,  particularly  in  arithmetic.  About 
this  time  Miss  Anna  M.  Armstrong  began  the  work  in  her 
room  in  the  Fifth  Ward  School.  Considerable  interest  in 
the  work  must  have  been  awakened  at  that  time  as  in 


88  GALESBURG   PUBLIC    SCHOOLS 

November,  1882,  the  Board  of  Education  referred  the  mat- 
ter of  providing  each  primary  room  with  a  kindergarten 
table  to  the  Committee  on  Supplies  to  report  the  cost.  The 
next  year  it  was  decided  at  a  teachers'  meeting  to  introduce 
among  the  smaller  children  the  simpler  forms  of  kindergar- 
ten work.  In  January,  1885,  Miss  Mathilda  H.  Ross  of  the 
St.  Louis  Kindergarten  addressed  the  teachers  and  also  the 
Board  of  Education  on  "The  Value  of  the  Kindergarten." 
The  Board  was  favorably  impressed  by  Miss  Ross's  address, 
voted  her  its  thanks,  and,  on  motion  of  Director  Stone,  it 
voted  to  furnish  the  primary  schools  "with  apparatus  for 
partial  kindergarten  work."  Later  in  the  year  it  provided 
five  kindergarten  tables  at  a  cost  of  forty-nine  dollars.  The 
kind  of  work  done  was  paper  folding,  paper  cutting,  mat 
weaving,  card  sewing  and  clay  modeling;  and  the  testi- 
mony of  the  teachers  was  that  instead  of  losing  time  from 
their  studies  the  children  were  inspired  with  greater  zeal 
and  love  for  study  by  these  simple  manual  and  mental  exer- 
cises. This  movement,  if  it  did  not  originate  with,  certainly 
received  its  inspiration  and  assistance  from,  Miss  M.  Evelyn 
Strong  who  was  then  conducting  a  private  kindergarten  in 
the  city,  in  which  there  was  a  normal  department  where  the 
teachers  could  receive  special  instruction  in  this  work.  Dur- 
ing the  decade  following  1885  many  of  the  teachers  took  a 
complete  normal  course  in  Miss  Strong's  school,  Miss  F. 
Lilian  Taylor  and  Miss  May  T.  Williams  being  the  first  to 
graduate  and  receive  kindergarten  diplomas.  The  effect  of 
this  movement  was  to  cause  the  teachers  to  make  a  study 
of  the  child  and  to  present  the  subject  to  be  taught  from 
the  viewpoint  of  the  child,  which  two  features  really  con- 
stitute what  is  known  as  the  "New  Education." 

The  following  text-books  were  adopted  in  this  period: 

Montieth's    Elementary    Geography,    in    August, 
Books          1875 ;  Monroe's  Series  of  Readers,  in  September, 

1875;    Quackenbos'    United    States    History,    in 
April,  1878;  Harper's  Geographies,  in  August,  1882;  Bar- 


PERIOD    OF    RETRENCHMENT:  1874-1885  89 

tholomew's  Drawing  Books,  January,  1884;  Fish's  Arith- 
metics, February,  1884.  Webster's  Dictionary  was  adopted 
as  the  standard,  September,  1880,  on  motion  of  Director 
Stone.  Monroe's  Speller  came  into  the  schools  sometime 
between  1878  and  1884,  but  there  is  no  record  of  its  adoption 
nor  even  its  reference  to  a  committee.  Swinton's  Language 
Books  must  have  been  adopted  sometime  in  this  period 
previous  to  1884,  but  there  is  no  mention  of  the  fact  con- 
tained in  the  records  of  the  Board. 

The  changes  made  necessary  by  the  adoption  of  some  of 
these  books  called  forth  severe  criticism,  and  in  some  cases 
the  criticism  went  so  far  as  to  impugn  the  motive  of  those 
instrumental  in  making  the  changes.  There  is  no  more  un- 
thinking and  unreasonable  criticism  than  that  frequently 
made  on  the  change  of  text-books.  The  cost  of  school 
books  is  a  burden  on  many  homes  but  the  prevailing  notion 
that  a  change  of  books  greatly  increases  that  burden,  is 
wrong.  There  has  not  been  a  change  of  text-books  in  the 
Galesburg  schools  within  the  past  twenty-five  years  that  has 
added  to  the  usual  expenses,  with  but  one  exception;  that 
was  in  the  High  School,  and  it  occurred  through  a  mistake. 
The  books  were  changed  on  the  progressive  plan,  that  is,  as 
the  pupils  were  promoted  and  a  new  book  of  some  kind  was 
necessary.  The  cost  of  school  books  is  caused  not  by  the 
adoption  of  new  books  by  the  Board,  but  by  the  promotion 
of  the  pupils.  It  is  an  incident  in  the  advancement  of  the 
child.  The  importance  of  this  question  to  public  educa- 
tion may  be  realized  when  one  considers  the  improvement 
made  in  the  text-books  within  the  last  thirty  years.  A  care- 
ful comparison  of  the  books  in  use  to-day  with  those  of  that 
date  will  convince  anyone  that  there  has  been  no  greater  im- 
provement made  within  that  period  in  the  implements  of 
the  farm,  in  the  tools  of  the  shop,  or  in  the  conveniences  of 
the  modern  home,  than  in  the  text-books  of  the  school. 


90  GALESBURG   PUBLIC   SCHOOLS 

Of  the  eleven  annual  reports  which  Superintendent  An- 
drews  made  to  the  Board  of  Education,  only  that 
of  iggQ  was  printed  in  pamphlet  form ;  the  others 
were  given  to  the  papers  for  publication  and  four  of  them 
may  be  found  in  the  files  of  the  Republican-Register  for 
1876,  1878,  1879  and  1883.  There  were  two  pamphlets 
printed  containing  the  course  of  study  and  the  rules  and 
regulations,  one  in  1878  and  the  other  in  1884.  These  were 
all  the  publications  issued  by  the  Board  in  this  period. 

6.     SPECIAL  SCHOOLS. 

There  was  a  night  school  during  the  winter  months  of 
Night  some  of  the  years  in  this  period,  but  it  is  difficult 
school.  ^0  determine  in  which  years  the  school  was  held, 
as  the  Superintendent  made  no  report  of  it  to  the  Board 
that  found  a  place  in  its  records.  There  was  such  a  school 
conducted  the  first  winter,  for  the  Republican-Register  of 
February  6,  1875,  refers  to  the  school  as  follows :  "The 
night  school  does  not  appear  to  be  as  highly  appreciated  or 
liberally  patronized  as  it  should  be,  when  we  consider  that  it 
offers  an  education  free  to  those  who  by  circumstances  are 
unable  to  attend  day  school.  This  is  the  third  year  the 
night  school  has  been  run,  and  each  year  there  has  been  a 
falling  off,  when  one  would  naturally  suppose  that  the  pat- 
ronage would  increase."  No  trace  of  a  night  school  can  be 
found  for  the  next  five  years.  The  Superintendent  in  No- 
vember, 1877,  recommended  that  one  be  opened  that  win- 
ter but  no  action  was  taken  by  the  Board.  The  last  night 
school  conducted  by  the  Board  of  Education  was  held  in  the 
winter  of  1880-81.  For  such  cities  as  Galesburg  the  need  of 
a  night  school  passed  with  the  coming  of  the  compulsory 
educational  law. 

At  different  times  Superintendent  Andrews  urged  the 
ungraded  Board  to  establish  an  ungraded  school  for  boys. 
school.  The  object  of  such  a  school  as  stated  by  him  was, 
"to  accommodate  a  large  number  of  boys  who  can  attend 


PERIOD   OF   RETRENCHMENT:  1874-1885  91 

school  only  during  the  winter  months  and  who,  on  account 
of  their  age  and  book  knowledge,  cannot  be  advantageously 
classified  with  the  other  pupils."  He  made  his  last  appeal 
in  January,  1878,  but  no  action  was  taken  at  that  meeting 
of  the  Board.  At  the  next  meeting  Dr.  Foote  succeeded  in 
getting  the  question  referred  to  the  Teachers'  Committee, 
where  apparently  it  was  allowed  to  rest. 

7.     SPECIAL  FEATURES  OF  ORGANIZATION. 

Two  features  of  the  present  organization  originated  in 
this  period,  one  of  them  possibly  earlier ;  and  they  Clagsifl. 
are  deserving  of  special  notice  as  they  are  peculiar  cation- 
to  the  Galesburg  schools  and  are  designed  to  relieve  the  un- 
desirable stress  incident  to  education  in  the  mass  which,  it 
should  always  be  remembered,  has  its  great  virtues  as  well 
as  its  serious  faults.  One  of  these  features  is  the  system  of 
classification.  The  classes  are  so  arranged  as  to  be  on  an 
average  only  three  months  apart  in  each  grade.  This 
makes  it  possible,  and  entirely  practicable,  to  transfer  or 
hold  back,  a  pupil  whenever  it  is  to  his  best  interests  to  do 
so ;  this  cannot  be  done  where  the  classes  are  a  whole  grade 
or  half  a  grade  apart,  without  great  danger  of  doing  more 
injury  than  would  be  wrought  by  the  evil  sought  to  be  rem- 
edied. This  method  of  classification  was  introduced  by  Su- 
perintendent Andrews  in  1876,  for  in  his  annual  report  for 
that  year  to  the  Board  of  Education  he  says :  "I  have  tried 
during  the  past  year  so  to  arrange  the  classes  in  the  different 
grades  that  there  shall  not  be  more  than  a  difference  of  three 
months  between  them."  There  is  nothing  of  more  value  in 
the  organization  of  the  Galesburg  schools  than  this  system 
of  classification,  for  records  carefully  kept  for  the  last  fifteen 
years  show  that  on  an  average  in  all  the  grades  one  pupil 
out  of  every  three  has  taken  either  more  or  less  time  than 
that  required  by  the  course  of  study  for  each  grade.  The 
only  objection  to  the  method  is  that  it  complicates  the  work 
of  supervision  and  increases  the  work  of  instruction. 


92  GALESBURG   PUBLIC    SCHOOLS 

The  other  feature  is  the  custom  of  two  dismissals  at  the 
TWO  Dis-  close  of  the  afternoon  session.  Those  who  are 
missals.  weu  Up  jn  their  work  and  who  have  had  good  les- 
sons during  the  day  are  dismissed  at  3  :30,  while  the  others 
remain  a  half  hour  longer  for  individual  instruction.  In  this 
way  those  who  find  their  work  hard  from  any  cause  can  re- 
ceive the  help  needed  to  keep  them  in  their  classes.  It  is 
better  to  keep  pupils  from  becoming  laggards  than  to  estab- 
lish a  school  for  them  after  they  have  been  allowed  to  de- 
velop— a  notion  that  seems  popular  to-day.  It  cannot  be 
determined  who  was  the  author  of  this  plan,  or  when  it  was 
introduced  into  the  schools.  As  early  as  1875  it  was  refer- 
red to  in  an  incidental  way  in  a  teachers'  meeting.  Like  all 
good  things  there  is  danger  of  its  being  neglected  or  abused, 
and  the  temptation  to  do  so  is  sometimes  very  strong  at  the 
close  of  a  hard  day's  work. 

During  this  period  one  or  more  stated  substitutes  were 
substi-  employed  each  year  at  the  time  the  regular  teach- 
tutes.  ers  were  elected.  They  received  twenty-five  dol- 

lars a  month.  When  a  substitute  taught  for  a  regular 
teacher  her  pay  was  deducted  from  the  salary  of  that 
teacher.  There  were  some  exceptions  to  this  rule,  however. 
There  were  a  few  instances  when  a  regular  teacher  was 
granted  a  leave  of  absence  with  the  understanding  that  she 
would  do  substitute  work  when  necessary,  and  in  such  cases 
the  pay  was  larger  than  the  usual  salary  of  the  substitute, 
but  it  was  always  at  the  expense  of  the  teacher  for  whom 
the  work  was  done,  the  principle  observed  being  that  no  ab- 
sence of  a  teacher  for  any  cause  should  be  allowed  to  in- 
crease the  cost  of  instruction  fixed  at  the  time  the  teachers 
were  employed. 

Superintendent  Andrews  began  his  administration  by 
Attend-  opening  war  on  irregularity  of  attendance,  and  he 
ance-  kept  it  up  for  years  with  a  persistency  worthy  of 

commendation.  He  talked  about  it  in  the  teachers'  meet- 
ings, constantly  referred  to  it  in  his  monthly  reports  to  the 


PERIOD    OF    RETRENCHMENT:  1874-1885  93 

Board,  and  gave  great  emphasis  to  it  in  his  annual  reports. 
In  his  report  for  1879  he  recommended  that  truants  be  ar- 
rested. 

All  of  this  had  its  effect,  for  the  cases  of  tardiness  which 
had  been  as  many  as  a  thousand  in  one  month  were  reduced 
in  three  years  to  fewer  than  one  thousand  for  the  entire 
year.  There  is  no  way  of  determining  the  effect  it  had  on 
truancy,  though  it  must  have  been  good.  It  is  safe  to  say 
that  in  three  years  a  spirit  of  indifference  had  been  changed 
to  a  habit  of  punctuality.  This  was  a  great  thing  to  ac- 
complish, for  it  is  doubtful  if  any  element  enters  more 
largely  into  the  success  of  a  school  than  that  of  punctuality, 
but  not  for  the  reasons  generally  assigned — such  as  that  tar- 
diness and  absence  spoil  the  record  of  the  school,  or  that 
they  cause  the  pupil  to  fall  behind  by  reason  of  his  missing 
valuable  instruction  given  to  the  class.  The  fact  is  that 
neither  of  these  reasons  is  very  important,  and  the  child  and 
the  parents  do  not  generally  feel  that  they  are;  the  all-im- 
portant point  is  that  the  child  is  likely  to  lose  his  interest  in 
school  and,  with  his  interest  gone,  there  is  practically  noth- 
ing left  for  him,  for  nothing  is  so  deadening  to  one's  inter- 
est in  anything  as  neglecting  the  opportunities  it  offers. 

For  some  years  Friday  afternoon  exercises  in  which  the 
pupils  were  trained  to  speak  in  public  were  quite  gpecial 
general  in  the  schools.  The  teachers  considered  Features- 
them  of  much  value  to  the  pupils.  Out  of  these  exercises 
sprang  a  custom  in  1883  which  certainly  possessed  much 
merit  for  the  older  pupils,  at  least,  called  Book  Day,  the  ob- 
ject of  which  was  to  cultivate  in  the  pupils  the  habit  of  read- 
ing good  books.  On  these  days  the  pupils  would  report  the 
books  they  had  read  and  give  a  review  of  them.  In  the  High 
School  this  custom  took  another  phase.  The  pupils  were 
encouraged  to  form  the  habit  of  reading  for  twenty  minutes 
every  day,  by  having  them  give  to  the  school  in  reviews  and 
essays  a  report  of  what  they  had  read. 


94  GALESBURG   PUBLIC   SCHOOLS 

8.      IMPROVEMENTS  AND  ALTERATIONS. 

Telephones  were  first  installed  in  the  different  schools 
Teie-  m  t^le  summer  of  1882.    They  were  not  originally 

phones.  placed  in  the  buildings  for  school  purposes  or  by 
order  of  the  Board  of  Education,  but  for  fire  and  police  pur- 
poses and  by  order  of  the  City  Council,  a  key  to  the  building 
being  left  at  the  nearest  residence.  The  Board  afterwards, 
however,  voted  to  bear  half  of  the  expense  of  maintaining 
them. 

The  first  school  building  to  be  provided  with  city  water 
city  for    drinking   and   fire    purposes    was    the    High 

water.  School,  now  the  Churchill  School.  The  Board  or- 
dered this  improvement,  on  motion  of  Director  Murdoch,  in 
December,  1883.  The  other  buildings  were  similarly 
equipped  as  soon  as  the  water  mains  were  extended  past 
them. 

Perhaps  no  single  improvement    was  more    frequently 
Fire  discussed  and  so  often  postponed  as  the  placing  of 


Escape.  a  £re  escape  on  the  High  School  building.  Every 
fire  that  occurred  brought  the  question  before  the  Board  for 
discussion.  Finally,  at  the  same  meeting  at  which  the  water 
system  was  ordered  connected  with  the  building,  it  was 
voted,  on  motion  of  Director  Brown,  to  place  a  fire  escape 
on  it  as  provided  for  by  the  city  ordinances,  which  was  done 
the  following  June  at  a  cost  of  $50.20. 

The  outside  doors  of  the  building  were  changed  in  the 

summer  of  1877  so  as  to  open  outward,  and,  at  the 

improve-     beginning  of  schools  this  year,  a  clock  and  a  dic- 

ments.  . 

tionary  were  ordered  placed  in  each  schoolroom. 
The  following  year  the  bell  on  the  High  School  that  had 
done  service  for  twelve  years,  lost  its  musical  tone  by  being 
cracked  and  it  was  replaced  by  a  new  one  at  a  cost  of 
$109.60. 


PERIOD   OF   RETRENCHMENT:  1874-1885  95 

In  this  period  the  Board  was  interested  in  the  appear- 
ance of  the  school  grounds  and  took  the  necessary 
steps  to  make  them  beautiful.    It  voted,  on  motion  ing  school 
of  Director  M.  D.  Cooke,  at  the  December  meeting 
of  1875,  "That  the  Building  Committee  be  instructed  to  take 
necessary  steps  to  embellish  the  grounds  of  the  new  school- 
houses  with   shade   and    ornamental   trees,"  and   again  in 
March,  1879,  it  was  voted,  on  motion   of    Director   Stone, 
"That  the  Building  Committee  provide  shade  trees  for  the 
school  grounds." 

The  advisability  of    making    two    schoolrooms    of  the 
chapel,  which  occupied  the  east  half  of  the  third 

Tfa.0 

floor  of  the  High  School  building,  was  under  con-  chapel 
sideration  by  the  Board  for  a  year  or  two.    The 
proposition  met  with  much  opposition.     A    strong  article 
against  it  from  the  pen  of  Miss  Mary  Allen  West  appeared 
in  the  press.     The  Building  Committee,  however,  recom- 
mended in  July,  1878,  that  it  be  divided  by  a  partition  into 
two  rooms.    This  recommendation  was  concurred  in  by  the 
Board  after  it  was  changed,  on  motion  of  Director  Nelson, 
so  as  to  mean  that  the  partition  was  to  be  only  a  temporary 
one. 

When  the  rules  were  revised  for  publication  in   1878 
and  were  before  the  Board  for   final    action,  Di- 
rector Murdoch  offered  the  following  amendment:  SJjJjJJJ 
"At  the  opening  of  each  session  of  the  schools,  at 
least  ten  verses  of  the  Bible  shall  be  read  to  the  pupils  by 
the  principal,  or,  in  his  absence,  by  one  of  the  assistants.  A 
suitable  hymn  may  be  sung."    The  amendment  was  referred 
apparently  without  discussion  to  the  Committee  on  Rules 
for  a  recommendation,  and  the  motion  to  adopt  the  rules, 
subject  to  the  report  of  the  Committee,  then  prevailed.    At 
the  next  meeting  the  Committee    recommended    that  the 
whole  matter  of  opening  the  daily  sessions  of  the  schools 
with  religious  exercises  be  referred  to  the  Superintendent 


96  GALESBURG   PUBLIC    SCHOOLS 

of  Schools,  which  was  concurred  in  by  the  Board.  The  Su- 
perintendent evidently  left  the  question  to  the  discretion  of 
the  individual  teachers  as  is  indicated  by  the  following 
entry  from  the  secretary's  record  of  the  next  teachers' 
meeting :  "The  rules  on  opening  exercises  are  wisely  silent 
— not  any  rather  than  those  repugnant  to  pupils  and 
patrons." 

At  the  request  of  the  County  Superintendent  of  Schools 
and  the  recommendation  of  Superintendent  An- 
drews  the  Board  had   photographs    of  the  school 
buildings  taken  for  the  educational  department  of 
the  Centennial  Exposition,  held  in    Philadelphia    in   1876. 
There  is  no  evidence  that  the  work  of  the  schools  was  rep- 
resented in  any  way  at  that  exposition. 

The  fiscal  year  which  formerly  closed  September  30th 
was  cnange(l  by  resolution  of  the  Board,  March 
14^  1882,  to  end  June  30th.  This  was  done  to 
have  it  correspond  with  the  school  year  of  the  general 
school  law. 

9.      THE  HIGH  SCHOOL. 

The  average  monthly  enrollment  of  the  High  School  for 

the  first  year  of  this  period  was  seventy-four,  and 

for  the  last  year  one  hundred  and  eleven.     This 

made  an  increase  in  the  High  School  of  fifty  per  cent,  while 

the  grades  decreased  during  the  same  time  three  per  cent. 

The  total  number  enrolled  for  any  one  of  these  years  is  not 

known  except  for  1880,  when  it  was  119.    The  number   to 

graduate  in  this  period  was  151.    A  third  teacher  was  added, 

probably  in  1875.    It  was  then  the  custom  to  promote  pupils 

to  the  High  School  twice  a  year. 

In  the  thirteen  years  following  1865  there  were  doubtless 
course  of  some  changes  made  in  the  course  of  study,  but 
study.  what  they  were  there  are  no  means  of  determin- 
ing; for  the  second  printed  course  did  not  appear  until  1878. 


PERIOD    OF   RETRENCHMENT:  1874-1885  97 

It  consisted  of  one  course  of  three  years,  which  was  divided 
as  follows: 

First  Year. — Algebra  and  reading,  each  for  the  entire 
year ;  physical  geography  and  English  grammar  for  seven 
months  each;  zoology  and  composition  for  two  months 
each. 

Second  Year. — Latin  for  the  entire  year ;  arithmetic  and 
physiology  for  four  months;  botany  and  select  readings 
for  two  months  each. 

Third  Year. — Latin  for  the  entire  year;  geometry  for 
seven  months;  science  of  government  and  English  liter- 
ature each  four  months;  chemistry  for  two  months;  re- 
view of  geography  and  history  for  three  months.  There 
were  abstracts,  essays,  declamations  and  select  readings 
throughout  the  course. 

It  would  seem  that  this  was  a  new  course  of  study 
adopted  that  year,  for  a  note  appended  reads :  "No  change 
from  previous  arrangement  of  studies  shall  interfere  with 
the  advancement  of  pupils  now  in  the  High  School." 

In  this  period  the  High  School  was  generally  regarded 
as  an  institution  whose  purpose  was  to  prepare  its 
students    for    college.      Superintendent    Andrews  school 
recommended  in    his  annual    report  for  1880  that  tory  for 

r  College. 

the  course  be  extended  to  four  years,  and  that 
Greek  be  introduced  so  that  students  might  be  thoroughly 
prepared  for  the  Freshman  class  in  the  classified  course  of 
the  colleges.  At  the  same  time  he  recommended  that  Book- 
keeping be  made  a  part  of  the  curriculum.  There  is  no 
record  that  the  Board  adopted  either  of  these  recommenda- 
tions. In  1883  the  Board  appointed  "the  Teachers'  Com- 
mittee with  the  Superintendent  to  confer  with  such  com- 
mittees as  may  be  appointed  by  Knox  and  Lombard  in  re- 
lation to  books  and*  studies  in  the  High  School  department, 
with  a  view  of  making  the  studies  uniform  for  those  who 
may  desire  to  pass  from  the  High  School  to  either  institu- 
tion." This  committee  never  made  any  report  to  the  Board. 


98  GALESBURG   PUBLIC   SCHOOLS 

In  1884  appeared  the  third  printed  course  of  study.    The 

principal  difference  between  it  and  the  course  of 
course  of  1878  was  that  the  year  of  reading,  the  seven 

months  of  English  grammar,  and  the  review  of 
geography  and  United  States  history  were  omitted,  while 
a  year  of  Latin  was  added  and  the  study  of  English  classics 
for  five  months  in  the  first  and  second  years  was  introduced. 
Natural  philosophy  appeared  here  for  the  first  time  under 
its  present  name,  physics.  There  was  still  but  one  course 
offered.  However,  some  choice  was  allowed  as  is  shown  by 
the  following  note  at  the  end  of  the  course,  "Those  taking 
Latin  shall  omit  one  of  the  English  studies ;  but  algebra  and 
geometry  are  obligatory."  Requiring  the  pupils  actually  to 
read  at  least  one  complete  production,  or  book,  of  the  rep- 
resentative authors  studied,  a  practice  introduced  in  1884 
by  the  study  of  English  classics,  was  the  beginning  of  the 
present  rational  method  of  teaching  English. 

The  first  year  the  High  School  held  graduating  exercises 

by  itself  was  in  June,  1876.  Previous  to  that  time 
«on  EX-  the  graduates  read  their  essays  or  delivered  their 

orations  as  a  part  of  the  "Annual  Exhibition" 
which  was  held  at  the  close  of  schools  in  the  chapel  of  the 
High  School.  In  addition  to  the  original  productions  of 
the  graduates  these  exhibitions  consisted  of  prize  speaking 
by  some  fifteen  to  twenty-five  pupils  from  the  grades.  The 
Board  awarded  the  prizes,  generally  voting  ten  dollars  for 
that  purpose.  The  last  of  these  "Annual  Exhibitions"  with 
prize  speaking  as  a  leading  feature  was  held  in  the  old 
First  Church,  in  1875.  The  next  year  the  High  School  met 
by  itself  in  the  chapel  of  the  High  School  building,  the  four 
graduates  reading  their  essays  and  some  of  the  other  stu- 
dents delivering  declamations.  The  class  of  1877  was  a 
large  one,  numbering  fourteen,  and  the  graduating  exercises 
were  held  in  the  old  First  Church.  The  next  year  the  ex- 


PERIOD    OF   RETRENCHMENT:  1874-1885  99 

ercises  were  held  in  the  Opera  House  which  the  Board 
rented  for  fifteen  dollars.  In  1879  a  brass  band  from  Abing- 
don  was  imported  by  the  Board  for  the  occasion  at  an  ex- 
pense of  twenty-five  dollars.  The  class  of  1880,  numbering 
twenty-one,  was  the  largest  class  that  had  been  graduated 
up  to  that  time,  and  its  graduating  exercises  occupied  three 
hours.  In  the  following  class  was  Belle  W.  Allen,  the  first 
colored  student  to  graduate  from  the  High  School.  Some 
sixty  to  seventy  of  the  leading  citizens  desirous  of  showing 
their  appreciation  of  her  successful  school  career  and  of  the 
example  she  had  thus  set  as  to  how  to  secure  the  proper  rec- 
ognition of  her  race,  purchased  a  valuable  gold  watch  and 
chain  and  presented  them  to  her  on  that  day.  The  class  of 
1885  was  the  last  and  largest  class  to  be  graduated  in  this 
period.  There  were  twenty-eight  in  the  class,  eighteen 
young  women  and  ten  young  men.  After  1877  the  graduat- 
ing exercises  were  held  in  the  Opera  House,  and  it  was 
never  large  enough  to  accommodate  all  who  desired  to  at- 
tend. It  is  thus  seen  that  these  public  exercises  of  the  High 
School  were  popular  from  the  first. 

Four  prizes  were  given  by  citizens  to  members  of  the 
graduating   class  of    1879,  two   for    excellence  in 
scholarship    and  two    for    the    best  essays.     Dr.  Gradu- 
George  W.  Foote,  a  member  of  the  Board,  gave 
the  prizes  for  scholarship,  the  first  prize  being  Macaulay's 
"England/'  which  went  to  Fred  W.  Sisson;  the  second  be- 
ing Gibbon's  "Rome,"  which  Flora  A.  Ward  received.    The 
prizes  for  the  best  essays  were  given  by  Mr.  John  C.  Fahne- 
stock  and  Mr.  Parley  M.  Johnson.    The  first  prize,  English 
Pictures,  was  awarded  to  May  T.  Sullivan  and  the  second 
prize,  Whittier's  Poems,  to  Mary  E.  Hunt.    As  far  as  it  is 
known  this  is  the   only  instance   where   prizes   have  been 
given  to  persons  graduating  from  the  High  School,  except 
when  a  college  has  awarded  a  scholarship  to  the  one  taking 
first  honors. 


100  GALESBURG   PUBLIC   SCHOOLS 

Dr.  George  W.  Foote  retired  from  the  Board  of  Educa- 
m  June>  1879.  As  he  had  been  an  active  mem- 
f  t^le  Board  and  had  taken  a  special  interest  in 
the  class  that  was  graduated  that  year  on  account 
of  its  having  entered  the  High  School  the  year  he  became  a 
member  of  the  Board,  the  members  of  the  Board  of  Educa- 
tion and  the  graduating  class,  desirous  to  show  their  appre- 
ciation of  his  services  and  interest,  assembled  on  the  even- 
ing of  graduation  day  at  the  residence  of  Mr.  A.  Jacobi  on 
Broad  street,  and  proceeded  in  a  "solid  column"  to  the 
Doctor's  residence  on  Kellogg  street.  It  was  a  complete 
surprise  to  him  and  his  wife,  but  they  gave  their  guests  a 
royal  welcome;  the  result  was  the  most  pleasant  time  the 
members  of  the  Board,  the  teachers  and  the  members  of  the 
graduating  class  ever  enjoyed  together.  So  pleased  was  the 
Doctor  with  the  occasion  that  the  next  year  he  gave  a  recep- 
tion at  the  close  of  schools  to  the  members  of  the  Board  of 
Education,  the  teachers  of  the  public  schools  and  the  grad- 
uates of  the  High  School.  Some  thirty-five  of  the  former 
graduates  were  present  and  the  idea  of  organizing  an 
Alumni  Association  suggested  itself  to  them.  At  this  re- 
ception they  took  the  preliminary  steps  by  electing  Mr.  T. 
D.  Stevens,  of  the  class  of  '68,  President,  and  Mr.  E.  K. 
Hoover,  of  the  class  of  77,  Secretary.  A  committee  con- 
sisting of  Mr.  James  B.  Ayres,  Miss  Eva  Billings  and  Miss 
Lottie  Stilson  was  appointed  to  draft  a  constitution  and  re- 
port the  next  year,  which  they  did  at  a  similar  reception 
given  by  Director  G.  A.  Murdoch  at  his  residence  on  Prairie 
street,  June  3,  1881.  The  constitution  as  reported  was 
adopted,  and  the  "Alumni  Association  of  the  Galesburg 
High  School"  was  thus  permanently  formed.  The  first  of- 
ficers under  the  constitution  were  then  elected  as  follows : 

Mr.  James  B.  Ayres,  President. 

Miss  Anna  Schryver,  Vice  President. 

Mr.  Charles  Dunn,  Secretary. 

Mr.  Curtis  Daugherty,  Treasurer. 


PERIOD   OF   RETRENCHMENT,,  1874-}8&5;^ ,  ; 

10.      RESIGNATION    OF   SUPERINTENDENT   ill   ANDREWS^ 


While  Mr.  Andrews  met  with  considerable  opposition  in 
the  first  years  of  his  service  as  Superintendent  of  Schools, 
yet  in  the  last  half  of  his  term  of  service  he  grew  stronger 
year  by  year  and  when  he  resigned  in  June,  1885,  it  was 
with  sincere  regret  to  the  members  of  the  Board  of  Edu- 
cation and  to  the  people  generally.  He  had  done  much  for 
the  schools,  particularly  in  the  line  of  discipline.  He  was 
strong  with  the  teachers.  In  June,  1881,  they  presented  him 
with  a  purse  of  one  hundred  and  forty-two  dollars  and  re- 
quested him  to  spend  it  in  seeking  rest  and  recreation  dur- 
ing the  summer.  In  the  records  of  the  Teachers'  Meetings 
is  found  the  following: 

"With  feelings  of  deep  regret  and  sadness  at  parting  from  a 
Superintendent  who  has  done  such  efficient  work  for  the  public 
schools  of  Galesburg,  the  teachers  met  Saturday,  June  13,  (1885). 
and  passed  the  following  resolutions: 

WHEREAS,  Mr.  Andrews,  after  an  association  of  eleven  years 
with  the  Galesburg  Public  Schools,  deems  it  best  to  sever  this  con- 
nection and  accept  the  Superintendency  of  the  Oakland  schools, 
and 

WHEREAS,  Our  relations  with  him  as  teachers  have  been  most 
pleasant  and  satisfactory  and  such  as  to  inspire  in  us  both  respect 
and  feelings  of  the  deepest  regard,  and 

WHEREAS,  By  the  faithful,  efficient  and  general  discharge  of 
his  duties  he  has  raised  the  standard  of  the  city  schools  so  that  his 
loss  seems  almost  irreparable;  therefore,  be  it 

Resolved,  That  we  the  teachers  of  the  Galesburg  Public 
Schools  hereby  express  our  regret  at  the  separation  and  rejoice  in 
the  prospect  that  his  future  work  will  be  less  arduous  and  more 
remunerative,  and 

Resolved,  That  we  tender  him  our  heartfelt  thanks  for  the 
support  which,  without  crushing  our  individuality,  he  has  uniformly 
extended  both  in  discipline  and  mental  training,  and 

Resolved,  That  we  hereby  commend  him  to  the  hearty  sup- 
port of  his  future  associates,  assured  that  time  will  but  deepen  the 
feeling  of  confidence,  and 


102 


GALESBURG   PUBLIC    SCHOOLS 


Resolved,*  That  a'  copy  of  these  resolutions  be  sent  to  Mr. 
Andrews,  to  the  President  of  the  Board  of  Education  of  Oakland 
schools,  and  to  our  city  papers  for  publication. 

Signed:     (MRS.)    M.  E.  GETTEMY. 
IDA  M.  McCALL. 
FANNIE  M.  HAGUE. 

11.      SUMMARY. 

Twenty-three  different  men  served  on  the  Board  of  Ed- 
ucation during  these  eleven  years,  which  means 
Education.  tnat>  on  an  average,  there  were  two  new  members 
each  year.  Of  these  twenty-three  Geo.  L.  Arnold 
of  the  Fourth  Ward  was  the  only  one  whose  services  ex- 
tended through  the  entire  period.  S.  J.  Parry,  G.  A.  Mur- 
doch and  L.  T.  Stone  were  the  only  other  members  who 
were  re-elected  and  served  two  terms.  Three  of  these  four 
men  were  members  of  the  Board  at  the  end  of  the  period, 
Mr.  Murdoch  having  retired  at  the  close  of  his  second  term 
of  service,  in  June,  1884.  On  his  retirement  the  Board  gave 
him  a  vote  of  thanks  for  his  active  and  efficient  services. 
This  was  the  first  instance  when  the  Board  of  Education  ex- 
tended this  courtesy  to  one  of  its  retiring  members. 

The  number  of  pupils  registered  during  this  period  of 
eleven  years  remained  about  the  same  from  year 

Growth. 

to  year.  The  whole  number  enrolled  for  the  first 
year  was  2,196  and  the  number  for  the  last  year  was  2,112, 
a  decrease  of  eighty-four  pupils.  There  would  have  been  a 
gain  of  eleven  pupils  for  the  entire  period,  one  for  each 
year,  had  not  the  Catholics  opened  their  parochial  school,  St. 
Joseph's  Academy,  in  the  fall  of  1879,  which  caused  a  de- 
crease in  the  enrollment  for  that  year  of  226. 

The  number  of  teachers  the  first  year  was  twenty-eight, 
and  the  number  the  last  year  (not  including  the  special 
teacher  of  penmanship)  was  thirty-six,  which  made  an  in^ 
crease  of  eight  teachers.  It  is  thus  seen  that  the  number  of 
teachers  was  increased  twenty-eight  per  cent,  while  the 
number  of  pupils  actually  decreased  some  three  per  cent, 


PERIOD    OF    RETRENCHMENT:  1874-1885  103 

which  means  that  the  number  of  pupils  to  a  teacher  was  de- 
creased in  this  period,  on  an  average,  twenty-five  per  cent. 
Of  the  eight  teachers  added,  five  were  placed  in  the  north 
part  of  the  city. 

TAX  LEVIES. 

1874 $35,000      1879 $16,000 

1875 30,000      1880 16,000 

1876 30,000      1881 16,000 

1877 16,000      1882 18,000 

1878 18,000      1883 18,000 

1884 $20,000 


CHAPTER  IV 

PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911 

1.  School  Buildings.  2.  Other  Permanent  Improvements.  3. 
Protection  from  Fire.  4.  Music,  Drawing  and  Physical  Training.  5.  The 
Training  School.  6.  Methods.  7.  The  Teachers  and  Means  for  Their 
Improvement.  8.  Pupils  and  Their  Special  Activities.  9.  Text-Books. 
10.  Administrative  Measures.  11.  Salaries.  12.  The  High  School  and 
Development  of  its  Activities.  13.  The  Elective  System.  14.  The  Board 
and  Its  Experiences.  15.  The  Semi-Centennial.  16.  Summary. 

The  schools,  having  passed  through  the  period  of  organ- 
ization and  the  reactionary    years  that  followed, 

Favorable  J      J 

con-  now  entered  on  one  most  favorable  to  their  steady 

ditions. 

growth  and  development.  During  these  twenty- 
six  years  the  Board  of  Education  pursued  a  policy  that  re- 
ceived the  support  of  the  people,  for  its  membership,  with 
one  exception,  remained  unchanged  save  by  death,  resigna- 
tion or  removal  from  the  city.  Under  these  conditions 
whatsoever  plans  the  Board  may  have  had  it  could  mature 
and  carry  through  to  completion,  an  ideal  state  of  affairs 
and  one  usually  calculated  to  produce  the  best  results.  Cer- 
tainly whatever  shortcomings  there  may  have  been  in  this 
period  were  chargeable  to  the  Board  of  Education. 

1.       SCHOOL    BUILDINGS. 

Providing  sufficient  and  proper  school  accommodations 

is  one  of   the  important   problems   with   which  a 

faro/red!1     Board  of  Education  is  required  to  deal,  and  in  a 

growing  city  it  is  practically  a  constant  one.    The 

simple  location  of  a  school  building   involves  questions  of 

sanitation,  economics  and  sociology;  and  its  construction 

those  of  hygiene,  school  management  and  pedagogy,  as  well 

as  of  architecture  and  finance.    It  is  a  fact  that  the  internal 

(104) 


Superintendent   of    Schools 
Appointed  July,  1885 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       105 

arrangement  of  a  building  often  places  limitations  on  the 
kind  of  work  that  can  be  done  in  it.  The  cost  and  architect- 
ure, usually  considered  as  the  most  important  questions  in 
erecting  a  school  building,  should  be  made  subordinate. 

During  this  period  all  the  present  school  buildings  in 
the  city  were  either  built  or  remodeled  and  en- 
larged, except  the  Churchill  School,  and  that  was 
considerably  improved.  In  1885  all  the  ward 
schools  were  four-room  buildings,  excepting  the 
Fourth  Ward  School  which  had  six  rooms.  In 
these  schools  the  children  were  advanced  to  the  fifth  grade 
when  they  were  transferred  to  the  Churchill  School,  then 
known  as  the  High  School  building.  This  building  was  at 
that  time  designed  to  accommodate  not  only  the  high  school 
pupils  of  the  city  and  the  children  of  all  the  grades  above 
the  second  living  in  the  central  part  of  the  city,  but  also  the 
overflow  from  the  ward  schools.  When  the  city  grew  in 
population  this  building  became  overcrowded.  It  became 
imperative  in  1887  to  relieve  it,  for  there  were  from  sixty 
to  sixty-five  pupils  in  each  of  its  twelve  rooms.  The  Board 
remembering  the  severe  criticism  and  determined  opposi- 
tion aroused  by  the  building  of  the  last  schoolhouse,  the 
Sixth  Ward  building,  a  decade  before,  approached  the  sub- 
ject with  great  caution.  It  first  took  the  position  that  not 
more  than  forty  to  forty-five  pupils  should  be  assigned  to 
any  teacher,  a  plan  which  seemed  to  meet  with  the  approval 
of  the  public  generally.  To  carry  out  this  policy  a  new 
schoolhouse  was  a  necessity.  Where  it  should  be  built  was 
the  next  question  to  be  settled.  Standing  on  the  northwest 
corner  of  Broad  and  Tompkins  streets  was  the  old  Baptist 
Church,  which  for  years  had  been  the  property  of  the  Board 
and  had  been  used  for  the  first  and  second  grades  of  the  cen- 
tral part  of  the  city.  It  had  become  known  as  the  Central 
Primary.  As  the  building  was  rather  dilapidated  and  as  it 
stood  on  one  of  the  most  prominent  corners  of  the  city,  the 
Board's  decision  to  erect  the  new  building  on  that  site  met 


106  GALESBURG    PUBLIC   SCHOOLS 

with  the  cordial  approval  of  the  citizens.  The  Board  de- 
cided to  ask  the  people  to  grant  it  authority  to  issue  bonds 
to  the  amount  of  $25,000  for  the  purpose  of  building  and 
equipping  a  new  school  building,  which  permission  was 
given  by  a  vote  of  567  to  141,  at  an  election  held  for  that 
purpose,  April  11,  1887. 

When  the  vote  was  taken  it  was  understood  that  the  new 

building  was  intended  to  accommodate  the  High 
SonPtol"  School  and  Central  Primary  and  that  the  old  High 
$25ooothe  School  building  would  be  the  Grammar  School  for 

the  pupils  of  the  entire  city  and  for  those  in  the 
intermediate  grades  living  in  the  Central  Primary  district. 
However,  shortly  after  the  election  there  was  a  movement 
started  by  the  people  living  in  the  east  part  of  the  city  to 
have  the  $25,000  divided  into  two  equal  parts,  one  to  be  used 
for  erecting  a  four-room  building  on  the  Central  Primary  lot 
and  the  other  for  another  four-room  building  to  be  located 
in  the  east  part  of  the  city.  Fortunately  for  the  good  of  the 
schools  at  that  time  and  for  all  time,  the  $25,000  was  not 
divided  but  it  was  all  placed  in  a  High  School  building  on 
the  site  originally  proposed.  The  Board  satisfied  the  oppo- 
sition by  purchasing  in  December,  1887,  a  lot  on  the  south- 
west corner  of  Losey  and  Rio  streets  for  $750  and  promising 
to  build  a  schoolhouse  thereon  in  the  immediate  future. 
There  was  a  bit  of  local  history  in  this  opposition  to  the 
placing  of  $25,000  in  a  High  School  building  on  the  corner 
of  Broad  and  Tompkins  streets,  and  the  action  of  the  Board 
at  this  time  was  full  of  significance.  The  same  question 
arose  at  the  time  of  locating  the  old  High  School  building, 
those  living  in  the  east  part  of  town  wanting  to  place  it  on 
the  northwest  corner  of  Main  and  Chambers  streets.  This 
site  Mrs.  Silas  Willard  offered  to  donate  for  that  purpose 
but  the  Board  paid  $2,000  for  the  location  on  the  corner  of 
Broad  and  Simmons  streets.  In  later  years  the  location  of 
the  High  School  was  no  small  factor  in  determining  the  site 
of  the  Post  Office  and  that  of  the  Public  Library. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       107 

Before  deciding  on  the  plans  for  the  new  building  the 
Board  displayed  great  wisdom  by  voting,  on  mo- 
tion of  Director  Parry,  to  visit  such  cities  as  SllSiS? 
seemed  desirable,  for  the  purpose  of  examining  ^JJJ*  to 
school  buildings  of  recent  construction.  It  is  as  gjjjjj 
necessary  for  a  Board  of  Education  to  visit  other 
cities  at  times  to  see  what  is  being  done  as  it  is  for  teachers 
to  visit  schools  and  to  attend  educational  associations.  A 
reasonable  amount  of  the  public  funds  expended  by  a  Board 
in  trips  of  inspection  is  one  of  the  best  investments  of  school 
money  that  can  be  made.  Practically  all  the  improvements 
that  were  made  in  the  school  buildings  of  the  city  during 
this  period  came  in  this  way,  and  the  cost  was  insignificant. 
At  that  time  the  Building  Committee  and  the  Superintend- 
ent visited  the  school  buildings  in  Moline,  Davenport  and 
some  of  the  suburbs  of  Chicago.  The  expense  of  the  trip 
was  $64.75.  As  a  result  a  professional  school  architect  was 
employed  and  a  system  of  ventilation  that  was  measurably 
satisfactory  was  installed  in  the  new  building.  At  that  time 
there  was  no  attempt  at  ventilation  in  any  of  the  buildings 
in  the  city,  most  of  the  Board  not  believing  that  such  a  thing 
was  possible.  After  that  date  no  building  was  erected  in 
which  the  most  improved  system  was  not  installed.  In  this 
building  the  toilet  rooms  were  for  the  first  time  brought  into 
the  schoolhouse,  doing  away  with  the  outside  closets,  one  of 
the  most  offensive  and  demoralizing  institutions  ever  con- 
nected with  the  public  schools. 

Mr.  J.  W.  Ross,  of  Davenport,  Iowa,  was  employed  as 
the  architect  and  was  paid  $250  for  his  services. 

Plan  of 

The  cost  of  the  building  was  limited  to  $20,000.  tjeBuiid- 
As  it  was  to  accommodate  both  the  high  school 
and  primary  pupils,  one  of  the  principal  features  in  its  plan 
was  the  keeping  of  these  two  classes  of  pupils  as  separate  as 
possible.  The  second  floor  was  given  to  the  High  School, 
and  it  was  reached  by  a  stairway  at  either  end  of  the  build- 
ing. The  first  floor  was  for  the  Primary  School  and  its 


108  GALESBURG   PUBLIC   SCHOOLS 

entrance  was  in  the  central  part  of  the  building.  On  the 
lower  floor  a  hall  ran  lengthwise  of  the  building  near  its 
center,  connecting  it  with  the  stairways  (at  the  ends)  lead- 
ing to  the  High  School,  but  separated  from  them  by  swing- 
ing doors.  In  this  way  it  was  possible  for  each  of  the 
schools  to  follow  a  program  of  its  own  without  any  refer- 
ence to  that  of  the  other  and  without  interfering  with  the 
other.  The  Board  found  it  impossible  to  let  the  contract  for 
$20,000.  After  modifying  the  plans  twice  and  advertising 
for  bids  three  times,  the  contract  was  finally  awarded  to  A. 
P.  Anderson  for  $23,500,  June  22,  1887.  The  contract  for 
heating  and  ventilating  was  let  to  the  Ruttan  Manufactur- 
ing Co.  for  $1,920.  The  plans  were  afterwards  changed  so 
as  to  use  the  attic  for  a  manual  training  shop.  This  change 
cost  $500.  Mr.  N.  C.  Wood  was  employed  to  superintend 
the  construction.  He  received  for  his  services  $345.  The 
building  when  completed  cost  $24,595,  the  furniture  $1,153, 
and  the  heating  and  ventilating  $1,920,  making  in  all  $27,- 
668.  It  was  first  occupied  by  the  High  School  and  the  Cen- 
tral Primary  at  the  opening  of  schools  in  September,  1888. 
When  the  High  School  moved  into  its  new  home  at  that 
time  it  had  its  first  experience  with  a  large  study 
hall,  one  of  the  features  for  which  it  was  afterward 
school.  to  become  noted.  A  second  course  of  study,  called 
English  in  contradistinction  to  the  Latin  which  had  been 
the  only  course  up  to  that  time,  was  added  to  its  curriculum. 
The  work  of  instruction  was  for  the  first  time  divided  into 
departments. 

By  the  time  the  new  building,  which  was  designed  to  re- 
lieve   the    crowded    condition   in   the    old    High 
School    was     completed,    the    enrollment    in    the 
school         Third  Ward  and  Fourth  Ward  schools  averaged 
house.          sixty  pupils  to   a  room.      It  will  be    remembered 
that  when  the  new  High  School  building  was  de- 
cided on  the  Board  promised  to  build  in  the  near  future  a 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       109 

schoolhouse  in  the  east  part  of  the  city,  and  a  lot  for  that 
purpose  was  purchased  at  that  time.  Under  these  circum- 
stances there  was  nothing  for  the  Board  to  do  but  to  build 
a  schoolhouse  in  the  east  part  of  the  city,  presumably  on 
the  lot  selected  in  1887,  provided  the  funds  could  be  raised. 
Accordingly  it  asked  for  authority  to  issue  bonds  to  the 
amount  of  $16,000  for  the  purpose  of  building  a  new  school- 
house.  This  authority  was  given  by  a  vote  of  146  to  12  at 
an  election  held  for  the  purpose,  May  13,  1889.  The  lot  on 
the  southwest  corner  of  Losey  and  Rio  streets  which  had 
been  purchased  for  the  site  of  the  proposed  building,  was, 
after  a  thorough  examination  into  the  situation,  decided  by 
the  Board  to  be  undesirable  as  a  location  for  a  school  build- 
ing. There  were  two  reasons  for  this  decision.  The  first 
was  its  nearness  to  the  railroad.  All  the  trains  coming  from 
Chicago  whistled  for  the  station  while  passing  that  place. 
This  of  itself  was  enough  to  condemn  it  as  a  location  for  a 
schoolhouse.  The  Fifth  Ward  School  was  at  that  time  a 
good  object  lesson  on  this  point.  The  second  reason  was 
that  the  building  was  intended  to  relieve  the  Fourth  Ward 
School  as  well  as  the  Third  Ward.  To  do  this  it  must  take 
the  pupils  living  north  of  Main  street  and  east  of  the  Bur- 
lington railroad.  The  only  way  for  the  children  to  come  to 
the  proposed  new  school  from  that  section  was  through  the 
viaduct  on  North  street.  Accordingly  in  March,  1889,  three 
lots  on  the  northeast  corner  of  North  and  Pearl  streets  were 
purchased  of  George  F.  Peck  for  $2,050.  The  lot  on  Losey 
street  was  deeded  back  to  Mr.  Peck  on  his  surrendering  the 
note  of  $750,  which  was  the  price  the  Board  had  agreed  to 
pay  for  it.  This  change  of  location  stirred  up  a  vigorous 
opposition  on  the  part  of  some.  A  petition  protesting 
strongly  against  the  change  was  filed  with  the  Board,  but  it 
wisely  stood  firm  on  the  question,  being  satisfied  that  its 
decision  was  right. 


110  GALESBURG   PUBLIC   SCHOOLS 

The  plans  of  the  new  school,  which  was  to  be  a  four- 
room  brick  building,  were  made  by  J.  W.  Ross,  of 
Lincoln  Davenport,  Iowa,  at  a  cost  of  $150.  After  chang- 
ing the  plans  once  and  advertising  for  bids  twice, 
the  contract  was  finally  let,  May  27,  1889,  to  T.  M.  Mercer, 
of  Lewistown,  111.,  for  $12,420.  The  Ruttan  Manufacturing 
Co.  was  given  the  contract  for  heating  and  ventilating  for 
$941.25.  The  seating  of  the  building  cost  $550.  F.  S.  Bart- 
lett  was  paid  $100  for  superintending  the  construction.  The 
total  cost  of  this  school  when  completed,  including  the  lot, 
was  $16,211.25.  The  building  was  to  be  ready  for  occu- 
pancy by  the  first  of  January,  1890,  but  the  contractor  did 
not  get  it  completed  until  the  middle  of  the  month.  For 
this  delay  he  was  required  to  forfeit  $200.  The  school  was 
named,  on  motion  of  Director  Murdoch,  the  Lincoln  School, 
and  a  stone  tablet  bearing  the  name  and  date  of  erection 
was  placed  over  the  entrance.  When  the  building  was  ac- 
cepted from  the  contractor  Director  Murdoch  presented  the 
Board  of  Education  with  a  flag  to  float  over  it.  In  present- 
ing it  he  suggested  that  each  of  the  public  schools  should  be 
supplied  with  a  flagstaff  and  a  United  States  flag  to  be  dis- 
played on  national  holidays  and  on  special  occasions.  This 
suggestion  was  afterwards  carried  out. 

It  was  at  that  time  that  the  different  ward  schools  were 

given  their  present  names  in  place  of  the  ward 

the  number.    At  the  time  many  thought  this  was  one 

Schools. 

of  the  fads  of  the  Board,  a  useless  display  of  senti- 
ment, an  attempt  to  honor  some  one.  Sentiment  may  have 
suggested  the  names  given  the  different  schools,  but  it  was 
common  sense  that  suggested  that  the  schools  should  no 
longer  be  known  by  the  names  of  the  political  wards.  The 
reason  for  doing  it,  however,  was  that  after  the  building  of 
the  Lincoln  School  the  boundaries  of  the  schools  were  so 
changed  that  none  of  them  any  longer  corresponded  to  the 
ward  boundaries.  It  was  misleading  and  caused  no  little 
confusion  among  the  people  to  call  a  school  by  the  ward 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       111 

number  and  to  tell  some  of  the  children  living  in  that  ward 
that  they  must  attend  another  school.  It  was  perplexing  to 
the  mind  of  the  foreigner,  and  it  had  the  appearance  of 
favoritism. 

At  the  January  meeting  of  1890  Director  O.  F.  Price  of- 
fered the  following  resolutions :  "Resolved,  That  in  honor 
of  the  late  J.  P.  Weston,  once  distinguished  president  of 
Lombard  University,  the  Fourth  Ward  School  be  named 
and  hereafter  known  as  the  'Weston  School' :  That  in  honor 
of  the  late  George  W.  Gale,  a  former  distinguished  citizen 
and  honored  founder  of  the  city,  the  Third  Ward  School  be 
named  and  hereafter  known  as  the  'Gale  School' :  That  in 
honor  of  the  late  Charles  B.  Lawrence,  a  former  citizen  and 
honored  judge  of  the  Circuit  Court  of  this  Judicial  Circuit 
and  afterwards  a  distinguished  Justice  of  our  State  Supreme 
Court,  the  Sixth  Ward  School  be  named  and  hereafter 
known  as  the  'Lawrence  School'."  At  the  request  of  Mr. 
Price  the  resolution  was  laid  over  for  final  action  until  the 
regular  meeting  in  March.  At  the  meeting  in  March 
Director  G.  A.  Murdoch  suggested  the  following  names  for 
the  schools:  for  the  Third  Ward,  the  "Brown  School,"  in 
honor  of  George  W.  Brown ;  for  the  Fourth  Ward,  the  "Wes- 
ton School,"  in  honor  of  the  late  James  P.  Weston;  for  the 
Fifth  Ward,  the  "Cooke  School,"  in  honor  of  the  late  Milo 
D.  Cooke;  for  the  Sixth  Ward,  the  "Bateman  School,"  in 
honor  of  Newton  Bateman;  for  the  Seventh  Ward,  the 
"Logan  School,"  in  honor  of  the  late  General  John  A. 
Logan.  Director  F.  F.  Cooke  suggested  that  one  of  the 
schools  be  named  in  honor  of  the  late  H.  H.  Hitchcock.  On 
motion  of  Director  Price  "the  petitions  and  resolutions  in 
reference  to  the  naming  of  the  school  buildings  were  laid 
over  until  the  regular  meeting  in  May."  At  the  May  meet- 
ing the  resolutions  of  Directors  Price  and  Murdoch  for  nam- 
ing the  schoolhouses  were  taken  up  and  after  some  discus- 
sion and  amendments  the  following  names  were  given  by 
the  Board  of  Education  to  the  different  schools :  On  motion 


112  GALESBURG   PUBLIC   SCHOOLS 

of  Director  Price  the  Fourth  Ward  School  was  named  the 
Weston  School  in  honor  of  James  P.  Weston.  On  motion  of 
Director  F.  F.  Cooke  the  Third  Ward  School  was  named 
the  Hitchcock  School  in  honor  of  the  late  H.  H.  Hitchcock. 
On  motion  of  Director  Murdoch  the  Sixth  Ward  School  was 
named  the  Bateman  School.  On  motion  of  Director  Mur- 
doch the  Fifth  Ward  School  was  named  the  Cooke 
School  in  honor  of  the  late  M.  D.  Cooke.  On  motion 
of  Director  Price  the  Seventh  Ward  School  was  named 
the  Douglas  School  in  honor  of  the  late  Stephen  A.  Douglas. 

In  1896  at  the  suggestion  of  Director  Mrs.  Henry  W. 
Read  the  Grammar  School,  by  which  designation  the  old 
High  School  building  was  known  after  the  High  School 
moved  into  the  new  High  School  building  in  1888,  was 
named  the  Churchill  School,  in  honor  of  Professor  George 
Churchill,  who  was  then  living. 

If  the  policy  of  reducing  the  number  of  pupils  in  a  room 

to  forty  was  to  be  carried  out  a  dozen  more  school- 

Bonds  to      rooms  were  needed  in  1892.    The  Board  was  will- 


ing  to  provide  these  additional  rooms  if  the  neces- 
sary funds  could  be  raised.  A  bonded  indebtedness  of 
$41,000  had  been  placed  on  the  district  in  the  last  four  years 
by  building  the  new  High  School  and  the  Lincoln  School. 
The  running  expenses  of  the  schools  had  also  been  greatly 
increased  by  the  additional  teachers  required  for  these 
schools.  The  Board  remembering  the  experience  it  had 
passed  through  in  building  the  ward  schools,  determined  if 
possible  to  avoid  having  it  repeated.  It  decided  not  to  ask 
for  the  authority  to  issue  any  more  bonds,  but  to  pay  for 
the  buildings  as  they  were  erected  by  spreading  the  cost  of 
each  over  two  tax  levies. 

The  next  question  to  be  decided  was  the  size  and  loca- 
New  POI  t*on  °*  the  buildings.  The  Board  finally  deter- 
icy  as  to  mined  on  an  entirely  different  policy  from  that 
Buildings  which  had  been  followed  in  the  past,  and  the  effect 

Adopted.  .    .  .  . 

of  its  decision  marks  a  distinctly  new  era  in  the 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       113 

history  of  our  schools.  When  the  district  was  organ- 
ized the  first  building  to  be  erected  was  a  large  central  one, 
called  the  High  School,  now  the  Churchill  School.  As  the 
city  grew  small  buildings  of  four  rooms  each  were  built  in 
the  different  parts  of  the  district.  When  these  buildings 
became  crowded  the  more  advanced  pupils  were  transferred 
to  the  large  central  building,  this  transfer  of  pupils  gener- 
ally occurring  at  the  close  of  the  fifth  grade.  This  required 
children  of  ten  or  twelve  years  of  age  to  come  from  the  ex- 
treme limits  of  the  district  to  the  High  School  building. 
This  plan,  which  was  suggested  by  Horace  Mann  in  his  ad- 
dress at  the  old  First  Church,  was  an  excellent  one  when 
the  district  had  a  population  of  six  thousand  or  less,  but 
when  it  grew  to  have  more  than  double  that  population  the 
policy  became  an  unwise  one.  As  the  city  increased  in  num- 
bers its  population  became  more  dense.  The  territory 
which  at  one  time  had  not  enough  children  to  fill  a  four- 
room  building,  in  some  cases  soon  had  pupils  enough  to  fill 
a  building  twice  as  large.  For  the  purpose  of  the  best  class- 
ification of  pupils  a  school  building  should  be  large  enough 
to  accommodate  all  the  eight  grades  below  the  high  school 
and  allow  each  grade  to  be  divided  into  at  least  two  classes 
— three  would  be  better.  In  order  to  do  this  it  requires  a 
building  of  at  least  eight  rooms — preferably  twelve. 

The  Board  in  adopting  the  policy  of  putting  up  large 
buildings  was  influenced  not  a  little  by  financial  reasons. 
The  grounds  for  a  large  building  would  cost  no  more  than 
for  a  small  one.  The  cost  of  construction  would  be  less  in 
proportion  to  its  size  than  that  of  a  smaller  building,  and 
the  expense  of  maintaining  it,  providing  fuel,  janitor  service, 
etc.,  would  also  be  less.  Again,  if  large  buildings  were 
more  desirable  for  school  purposes,  the  logical  thing  to  do 
would  be  to  build  on  to  the  present  ones.  To  do  this  it 
would  not  be  necessary  to  purchase  any  land,  which  would 
be  a  saving  of  two  thousand  dollars  or  more  for  each  build- 
ing. Another  reason  that  influenced  the  Board  was  that  the 


114  GALESBURG   PUBLIC   SCHOOLS 

buildings  of  the  city  at  that  time  were  lacking  in  some  im- 
portant features  that  time  and  experience  had  demonstrated 
as  most  essential,  such  as  methods  of  lighting,  heating, 
ventilation,  and  toilet  accommodations.  Building  an  ad- 
dition to  a  school  would  give  the  Board  an  opportunity  to 
make  the  entire  structure  modern.  For  these  reasons  the 
Board  felt  justified  in  making  an  experiment  at  least  with 
one  building,  and  at  the  November  meeting  of  1892  the 
matter  was  referred  to  the  Building  Committee,  on  motion 
of  Director  L.  T.  Stone. 

The  committee  reported  in  favor  of  building  an  addition 
of   five   rooms   and   an   office   to   the    Hitchcock 

An  Addi- 

tion Made  School,  thus  making  it  a  nine-room  building.  N. 
mtchcock  K.  Aldrich  was  employed  as  the  architect  to  pre- 

School.  *        .  \ 

pare  the  plans  and  superintend  the  construction, 
for  which  services  he  received  $250.  The  contract  for 
building  the  addition,  which  was  to  be  completed  by  the 
first  of  September,  1893,  was  let  to  Peter  T.  Olson  on  April 
20th  of  that  year,  for  $10,963.  Extras  amounting  to  $450 
were  afterwards  added.  The  heating  plant  in  the  old  build- 
ing, which  was  a  Haxtun  steam  heater,  was  enlarged  suf- 
ficiently to  heat  the  new  part  and  to  provide  a  system  of 
"direct-indirect  ventilation"  for  the  entire  building.  The 
cost  was  $1,199.  The  Smead  dry  closet  system  was  installed 
at  a  cost  of  $385.  The  furniture  for  the  new  part  was  pur- 
chased of  the  U.  S.  School  Furniture  Co.  for  $600.  The 
total  cost  of  the  addition  amounted  to  $13,847.  School  was 
opened  in  all  the  eight  grades  in  September,  1893. 

The  experiment  of    converting  the  Hitchcock    building 

into  a  grammar  school,    that  is,  a    school    which 

The  Dis- 

advantage  prepares  the  pupils  for  admission  to  the  High 
changing  School,  was  a  decided  success  from  the  first,  and 

Schools 

in  the          especially  popular  with   the   patrons.    They  con- 


and  Fifth     sidered  it  a  great  advantage  to  have  their  children 

prepared  for  the  High  School   in  their  own  local 

district.    The  other  sections  of  the  city  soon  made  it  known 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       115 

that  they,  too,  wanted  their  buildings  enlarged  into  gram- 
mar schools,  and  the  Board  accordingly  enlarged  the  other 
buildings  from  time  to  time  when  it  became  necessary  to 
provide  additional  school  accommodations.  This  changing 
of  the  ward  schools  into  grammar  schools  has  no  doubt 
added  two  to  three  years  to  the  school  life  of  many  children, 
for  a  certain  class  of  parents  feel  that  when  their  children 
have  gone  through  the  local  school  it  is  time  for  them  to  go 
to  work.  Then,  too,  there  is  no  period  in  the  school  life  of 
children  when  they  are  so  willing  to  leave  school  as  in  the 
fourth  and  fifth  grades.  They  have  gotten  a  general  knowl- 
edge of  the  mechanical  part  of  the  work  but  they  have  not 
yet  grasped  the  thought  part.  They  have  gone  long  enough 
to  know  what  school  is,  but  not  far  enough  to  know  what  it 
means.  Pupils  in  any  grade  as  a  rule  dislike  to  go  to  a  new 
school  and  when  the  change  comes  in  these  grades  some  of 
those  left  largely  to  their  own  wills  quit  school  entirely. 

In  June,  1894,  the  Board  began  to  plan  for  making  an  ad- 
dition to  the  Weston  School.    Wm.  Wolf  was  en- 

Addition 

gaged  as  architect  and  superintendent  of  construe-  to  weston 
tion,  for  which  he  was  paid  $300.  The  different 
systems  of  heating  and  ventilating  then  in  use  were 
thoroughly  investigated.  A  committee  consisting  of  Direc- 
tor L.  N.  Thompson  and  the  Superintendent  visited  a  num- 
ber of  school  buildings  in  Chicago,  Grand  Rapids,  Muske- 
gon  and  Peoria  in  which  different  systems  of  heating  and 
ventilating  were  used;  and  on  their  return  reported  to  the 
Board  that  in  their  opinion  the  Johnson  Blast  System  was 
the  best,  the  Smead  Fan  System  second,  and  the  Dickson 
System  third.  The  bid  of  the  Southern  Smead  Heating  and 
Ventilating  Co.  for  $3,297  was  accepted  on  motion  of  Di- 
rector Stone.  At  that  time  this  was  a  great  step  in  advance 
for  the  Board  of  Education  to  take  in  the  matter  of  venti- 
lation. The  system  then  installed  in  the  Weston  School 
was  doing  service  at  the  close  of  this  period.  The  contract 
for  building  this  addition  was  awarded  to  A.  C.  Johnson, 


116  GALESBURG   PUBLIC   SCHOOLS 

February  15,  1895,  for  $17,400.  The  school  was  closed  two 
weeks  earlier  than  usual  in  the  spring  in  order  to  give  the 
contractor  time  to  have  the  building  completed  for  the  open- 
ing of  schools  the  following  September.  The  addition  con- 
sisted of  seven  rooms,  an  auditorium  and  an  office,  and  the 
old  part  was  so  completely  transformed  that  the  teachers 
and  pupils  could  with  difficulty  find  and  recognize  their 
former  rooms.  The  Johnson  Automatic  Temperature  Reg- 
ulation was  placed  in  each  of  the  thirteen  rooms  at  an  ex- 
pense of  $850.  The  contract  for  furniture  was  given  to  the 
Piqua  School  Furniture  Co.  for  $633.99,  and  the  seating  of 
the  auditorium  was  done  by  the  U.  S.  School  Furniture  Co. 
for  $316.15.  The  Weston  School  was  at  that  date  the  larg- 
est and  most  imposing  school  building  in  the  city,  and  in  its 
construction  three  distinctly  new  features  were  introduced 
all  of  which  have  been  placed  in  every  building  since 
erected,  with  one  exception.  These  new  features  were: 
mechanical  ventilation,  automatic  temperature  regulation, 
and  an  auditorium.  The  total  cost  of  enlarging  and  remod- 
eling the  Weston  School  was  $22,797.14. 

Before  the  addition  to  the  Weston  School  was  com- 
pleted the  attention  of  the  Board  was  again  called 
to  the  needs  of  the  High  School  and  the  Central 


High  Primary  for  a  larger  building.     Temporary  relief 

was  provided  in  the  summer  of  1895  by  purchasing 
the  Jacobi  property  situated  between  the  High  School  and 
the  Grammar  School.  This  property  cost  $5,000,  and  a  part 
of  the  Central  Primary  was  transferred  to  it  at  the  opening 
of  schools  in  September,  1895.  At  the  regular  meeting  in 
November,  1895,  a  special  committee  consisting  of  Directors 
L.  T.  Stone  and  J.  W.  Hammond  was  appointed  to  examine 
into  the  needs  of  the  schools  for  more  room  and  to  report  at 
the  next  regular  meeting.  The  report  of  that  committee  is 
here  given  as  it  is  a  statement  of  the  conditions  then  exist- 
ing, made  at  that  time  by  members  of  the  Board;  and  for 
this  reason  it  is  deemed  worthy  of  preservation  as  being  a 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       117 

good  example  of  how  the  Board  in  those  days  prepared  for 
a  possible  crisis.  Its  policy  was  one  of  educating  the  peo- 
ple in  advance. 

"REPORT   OF   THE    SPECIAL    COMMITTEE. 

Galesburg,  111.,  Dec.  9,  1895. 
Honorable  Board  of  Education. 

Ladies  and  Gentlemen: — Your  Special  Committee  appointed 
at  the  November  meeting  of  the  Board  to  examine  into  the  need  of 
more  school  accommodations  and  to  report  at  this  meeting,  would 
ask  leave  to  make  the  following  report:  According  to  the  Novem- 
ber report  which  has  been  read  to-night,  there  are  281  pupils  in  the 
High  School.  The  building  now  contains  285  desks,  or  sittings,  but 
there  are  fifty  more  desks  in  the  Study  Hall  than  there  should  be. 
The  increase  this  year  over  last  year  is  sixty-one  pupils,  and  pro- 
vision should  be  made  for  the  fifty  extra  desks  now  in  the  Study 
Hall.  This  would  require  accommodation  to  be  made  for  111-  ad- 
ditional pupils.  It  is  pertinent  to  ask  here  if  it  is  reasonable  to  ex- 
pect the  High  School  to  increase  as  much  next  year.  In  the  past 
ten  years  the  High  School  has  grown  from  90  to  281,  an  increase 
of  191,  or  212  per  cent.  These  facts  would  seem  to  make  it  im- 
perative on  this  Board  to  provide  for  at  least  one  hundred  addi- 
tional sittings  for  the  High  School.  While  this  is  being  done  would 
it  not  be  good  policy,  viewed  from  every  standpoint,  to  make  a  rea- 
sonable provision  for  the  future?  Your  committee  is  of  the  opinion 
that  an  addition  can  be  made  to  the  present  High  School  building 
which  will  give  it  capacity  to  accommodate  450  to  500  pupils,  and  it 
recommends  that  an  architect  be  consulted  to  determine  if  such  a 
plan  is  practicable,  and  the  cost  of  the  same.  It  is  the  opinion  of 
your  committee  that  something  must  be  done  to  increase  the  capac- 
ity of  the  High  School  and  that  before  September,  1896.  Further 
than  this  more  room  is  needed  for  the  grades.  It  goes  without 
questioning  that  justice  cannot  be  done  to  pupils  where  there  are 
more  than  forty  in  a  room.  On  this  basis  eight  additional  rooms 
are  needed  now,  to  say  nothing  of  the  future.  Still  further  your 
committee  believes  that  the  manual  training  department  should 
have  larger  and  better  accommodations.  To  do  all  this  will  require 
a  large  amount  of  money.  Your  committee  is  not  prepared  to  make 
any  further  recommendations,  but  it  feels  that  these  facts  should 
be  made  known  to  the  people  and  carefully  considered  by  this 
Board.  Signed,  L.  T.  STONE. 

J.  W.  HAMMOND." 


118  GALESBURG   PUBLIC   SCHOOLS 

The  committee  was  continued  and  instructed  to  consult 
an  architect  to  see  if  the  proposed  addition  to  the 
the  Addi-  High  School  building  could  be  made  and  what  the 
probable  cost  would  be.  As  a  result  of  this  inves- 
tigation Wm.  Wolf  prepared  plans  for  a  large  addition,  and 
the  contract  for  building  the  same  was  awarded,  April  8, 
1896,  to  Peter  T.  Olson  for  $12,771.86.  The  same  system  of 
heating  and  ventilating  as  was  placed  in  the  Weston  School 
the  previous  year  was  installed  in  this  building  by  the  Soper 
Foundry  Co.,  of  Bloomington,  for  $3,170.  The  Johnson 
Automatic  Temperature  Regulation  was  placed  in  all  the 
rooms  at  an  expense  of  $1,000.  The  furniture  contract  was 
given  to  the  U.  S.  School  Furniture  Co.  for  $826.27.  Wm. 
Wolf  was  paid  $100  for  making  the  plans  and  S.  J.  Parry, 
$100  for  superintending  the  construction.  The  total  cost  of 
this  addition  to  the  High  School,  which  was  completed  and 
ready  for  occupancy  in  September,  1896,  was  $17,968.13.  The 
exterior  of  the  building  remained  unchanged  from  that  date 
until  it  was  destroyed  by  fire  in  1904. 

The  High  School  continuing  to  increase  in  numbers,  it 
Hunt  became  necessary  in  the  summer  of  1898  to  find 

property  other  quarters  for  that  part  of  the  Central  Pri- 
cha*ed.  marv  tnat  had  been  left  there  in  1895,  when  the 
Jacobi  property  was  purchased.  The  Hunt  property,  which 
joined  the  Churchill  School,  was  purchased  for  this  purpose 
for  $4,000,  and  during  the  summer  vacation  the  building 
was  converted  into  four  small  schoolrooms  at  little  expense. 
When  the  schools  opened  in  September,  1898,  the  High 
School  for  the  first  time  occupied  every  part  of  its  own 
building.  The  Central  Primary  was  housed  in  the  Jacobi 
and  Hunt  buildings,  one  fronting  on  Broad  street  and  the 
other  on  Cedar  street,  a  walk  extending  between  the  two. 

At  the  November  meeting  of  the  Board  in  1898  the 
Addition  Building  Committee  was  authorized  to  have  plans 
Bateman  made  for  a  four-room  addition  to  the  Bateman 
school.  School.  The  plans  for  this  addition,  drawn  by 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       119 

Wm.  Wolf,  were  accepted  and  adopted  by  the  Board  in 
March,  1899,  and  at  the  April  meeting  the  contract  was  let 
to  Peter  T.  Olson,  his  bid,  $11,763,  being  the  lowest  sub- 
mitted. The  Dickson  system  of  heating  and  ventilating, 
with  the  Dickson  closets,  was  adopted  for  this  building,  the 
cost  of  the  same  being  $3,150.  Before  taking  this  action  the 
Board  sent  a  committee  to  examine  several  buildings  where 
this  system  had  been  in  use  for  years,  and  the  report  of  the 
committee  was  strongly  in  its  favor.  Automatic  temper- 
ature regulation  was  placed  in  each  room  at  an  expense  of 
$415.  The  contract  for  seating  the  building  was  let  to  the 
Grand  Rapids  School  Furniture  Co.  for  $590.40.  The  archi- 
tect was  paid  $350  for  his  plans  and  for  superintending  the 
construction.  The  total  cost  of  the  addition  which  con- 
sisted of  five  schoolrooms,  an  auditorium  and  an  office,  to- 
gether with  remodeling  the  old  part,  amounted  to  $16,268.40. 
The  building  was  completed  in  time  for  the  opening  of 
schools  in  September,  1899. 

After  resting  a  year  the  Board,  in  the  summer  of  1901, 
made  an  addition  of  five  schoolrooms,  an  office  and 
auditorium  to  the  Lincoln  School.  The  plans  were  to  Lincoln 


prepared  by  Wm.  Wolf  and  the  work  of  construc- 
tion was  superintended  by  him;  for  both  these  services  he 
was  paid  $500.  J.  A.  Ream,  who  graduated  from  the  High 
School  in  1887,  built  this  addition.  He  was  the  lowest  bid- 
der, his  bid  being  $14,568.  He  was  allowed  $218  additional 
for  extras.  The  American  Warming  and  Ventilating  Co. 
was  awarded  the  contract  for  heating  and  ventilating  for 
$2,199.  The  Company  used  the  furnaces  taken  out  of  the 
High  School  building  at  that  time  and  made  a  furnace  blast 
system  of  it.  This  was  a  costly  experiment  for  the  Com- 
pany, as  the  furnaces  proved  not  to  have  the  capacity  for 
providing  sufficient  heat  for  a  fan  system  ;  but  the  Company 
showed  no  disposition  to  avoid  its  responsibility,  for  in  the 
winter  vacation  of  that  year  it  took  out  the  old  furnaces  and 
installed  a  complete  set  of  new  furnaces  adapted  for  the  use 


120  GALESBURG   PUBLIC   SCHOOLS 

of  a  fan.  It  did  this  voluntarily  and  without  any  additional 
expense  to  the  Board.  At  the  close  of  this  period  the  plant 
thus  installed  was  one  of  the  best  heating  and  ventilating 
systems  in  use  in  the  schools.  Thermostats,  providing  au- 
tomatic temperature  regulation,  were  placed  in  each  room 
at  a  cost  of  $400.  The  furniture  for  the  new  schoolrooms 
and  the  auditorium  cost  $536.  The  cost  of  this  addition 
when  completed  amounted  to  $18,421. 

In  1901  the  High  School  was  again  crowded  beyond  its 
capacity,  and  three  rooms  were  made  and  fitted  up 
nariuin  *n  t^ie  east  Part  °*  t^le  third  floor  of  that  building. 
J-  C.  Tate  received  the  contract  for  tfiis  work,  his 
bid  beinS  $2>210-  The  High  School  building  had 
now  become  too  large  to  be  heated  satisfactorily 
with  furnaces  and  it  was  necessary  to  change  the  heating 
plant  to  steam.  The  American  Warming  and  Ventilating 
Co.  was  given  the  contract  to  make  this  change  for  $6,000,  in 
the  summer  of  1901.  This  included  a  fan  system  of  venti- 
lation. The  additional  thermostats  required  cost  $400,  and 
the  furniture  $400,  making  the  improvements  on  the  High 
School  at  that  time  amount  to  $9,010. 

After  spending  such  a  large  amount  of  money  on  the 
Addition  Lincoln  addition  and  the  High  School  improve- 
rfousia?  ments  in  1901,  had  the  Board  followed  its  usual 
school.  custom,  it  would  have  waited  a  year  or  two  before 
making  other  improvements;  but  the  demand  for  more 
school  accommodations  in  the  Douglas  district  was  so 
urgent  that  it  built  an  addition  to  that  school  in  the  summer 
of  1902.  Wm.  Wolf  was  the  architect  and  superintendent 
of  construction,  and  was  paid  $250.  Peter  T.  Olson  was  the 
contractor,  his  bid  of  $9,367  being  the  lowest.  When  his 
work  was  completed  he  was  allowed  $332.50  additional  for 
extra  work.  Dry  closets  had  been  placed  in  all  the  buildings 
remodeled  up  to  that  date,  but  it  was  decided  to  install  a 
system  of  water  closets  in  the  Douglas  School.  Some 
thought  this  was  making  a  great  improvement,  but  the  clos- 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       121 

ets  proved  to  be  the  most  unsanitary  and  unsatisfactory  of 
any  used  in  the  schools.  This  was  because  they  were  not 
ventilated.  The  contract  for  enlarging  the  heating  plant 
when  this  addition  was  built,  was  given  to  C.  S.  Telford 
for  $700.  A.  H.  Anderson  &  Co.  received  the  furniture  con- 
tract, which  amounted  to  $318.90.  The  total  cost  of  this  ad- 
dition, consisting  of  three  schoolrooms,  an  auditorium  and 
an  office,  amounted  to  $10,968.40. 

The  time  for  the  Central  Primary  School  to  have  a  new 
building  arrived  at  last  in  1903.  All  the  other  Building 
schools  in  the  city  had  had  their  buildings  either  *Jj*  g*- 
built  new,  or  remodeled,  since  the  beginning  of  mary- 
the  second  era  of  schoolhouse  building  in  1888.  During  all 
these  years  the  Central  Primary  waited  patiently,  accommo- 
dating itself  the  best  it  could  in  an  old  church  or  in  old 
dwelling  houses,  except  for  a  few  years  when  it  had  for  its 
own  home  the  first  floor  of  the  High  School  building.  As 
the  Board  thought  that  with  the  erection  of  a  building  for 
the  Central  Primary  its  work  of  providing  schoolhouses 
would  be  completed  for  some  years,  it  determined  to  make 
amends  for  its  past  neglect  of  this  school  by  now  building 
for  it  the  best  school  home  in  the  city.  At  the  March  meet- 
ing of  1903  it  was  voted,  on  motion  of  Director  Stone,  "That 
the  Board  proceed  to  erect  a  Primary  School  building  this 
year."  More  troubles  and  delays  were  encountered  in  the 
construction  of  this  building  than  in  all  the  others  com- 
bined. 

The  first  difficulty  arose  over  the  selection  of  an  archi- 
tect.   With  the  exception  of  the  Hitchcock  School, 
Wm.  Wolf  had  been  the   architect   to  make    the  an  Arch- 

itect. 

plans  for  remodeling  all  the  other  buildings.  It  is 
true  his  plans  had  been  adopted  in  competition  with  other 
architects,  as  in  the  cases  of  the  High  School  and  the  Bate- 
man  School.  Now  that  a  new  building  was  to  be  erected 
there  was  a  strong  competition  among  the  architects.  Mr. 
Wolf  claimed  that  as  he  had  done  all  the  "patchwork"  for 


122  GALESBURG   PUBLIC    SCHOOLS 

the  Board,  he  should  in  justice  be  given  the  new  building  to 
show  what  he  could  do  when  he  was  not  limited  in  his  arch- 
itectural plans  by  having  to  make  them  conform  in  some 
degree  to  an  old  building.  His  competitors  and  their  friends 
claimed  that  it  should  be  given  to  one  of  them,  as  Mr.  Wolf 
had  already  had  his  share  of  the  school  work.  It  was  finally 
decided  in  favor  of  Mr.  Wolf.  For  his  plans  and  for  super- 
intending the  work  he  was  paid  $582.71. 

The  next  trouble  arose  when  it  became  time  to  decide  on 
the  kind  of  material  to  be  used  in  the  construction 

The  Ma- 
terial of   the   building.    The   contract,   as   let   in   June, 

1903,  to  Peter  T.  Olson  for  $33,597— this  being 
the  lowest  bid — called  for  a  brick  building  with  a  stone  en- 
trance. Later  the  Board  voted  to  make  the  entire  building 
a  stone  veneer,  and  the  contract  was  accordingly  changed. 
The  stone  chosen  did  not  please  the  unsuccessful  bidders. 
They  and  their  friends  protested  vigorously  against  the 
use  of  the  stone  selected.  Finally  a  legal  question  was 
raised  by  the  objectors  and,  as  a  result,  the  Board  decided 
to  change  back  to  brick  and  finish  the  building  in  accord- 
ance with  the  original  contract. 

The  contract  for  heating  and  ventilating  was  originally 
other  let  f°r  a  furnace  blast  system,  to  Lewis  and  Kitch- 
contractg.  en  for  $3,918.  This  included  a  system  of  ventilated 
water  closets.  The  plan  for  heating  was  afterwards  changed 
to  a  steam  system  and  connected  with  the  McKinley  city 
heating  system  at  an  additional  cost  of  $1,361.38.  The  con- 
tract for  temperature  regulation  was  let  for  $685.  The  total 
contracts  for  this  building  amounted  to  $40,144.09.  On  mo- 
tion of  Director  Stone  it  was  named  the  Central  School.  It 
was  rather  remarkable  that  all  the  discussion  in  conse- 
quence of  these  changes  caused  no  division  in  the  Board  at 
any  time  when  it  came  to  act. 

The  building  would  have  been  completed  by  Christmas 
The  Buiid-  of  1903,  had  it  not  been  for  the  delays  caused  by 

ing  Com- 
pleted,        the  changes  made.    As  it  was,  only  the  first  story 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       123 

was  completed  when  cold  weather  put  an  end  to  the  work 
for  that  year.  The  work  had  hardly  been  resumed  in  the 
spring  of  1904  when  the  High  School  building  standing  a 
few  feet  south  of  it  was  totally  destroyed  by  fire.  The  Cen- 
tral School  was  completed  during  the  summer  of  1904,  and 
it  was  occupied  for  nearly  two  years  by  the  High  School 
while  its  own  home  was  in  the  process  of  construction.  In 
the  meantime  the  pupils  of  the  Central  Primary  were  ac- 
commodated in  the  same  rooms  they  had  occupied  the 
previous  two  years — two  rooms  in  the  Churchill  and  the 
frame  "Annex"  on  Cedar  street. 

For  several  years  the  Board  of  Education  had  been  look- 
ing forward  to  the  completion  of  a  Central  Primary  ^^ 
building  as  a  time  for    general    relaxation  in  the  District 
building  line;  and  now  because  of  the  entire  de-  Prepared 

to  Build 

struction  of  the  High  School  building  by  fire  on  »  High 
the  night  of  April  10,  1904,  the  Board  and  the 
people  of  Galesburg  were  called  to  meet  a  really  great  and 
important  building  proposition,  all  their  former  experiences 
of  that  kind  being  insignificant  in  comparison  with  it.  The 
situation  was  not,  however,  without  its  elements  of  advant- 
age. The  extensive  experience  the  Board  had  had  in  build- 
ing was  a  good  preparation  for  undertaking  a  work  of  such 
magnitude.  Then,  also,  the  policy  of  paying  for  each  build- 
ing as  it  was  constructed,  which  had  been  followed  for 
years,  found  the  district  at  that  time  free  from  indebted- 
ness This  is  a  good  example  of  unconscious  preparation 
for  an  emergency.  This  made  it  possible  for  the  Board, 
provided  the  people  were  willing,  to  issue  bonds  sufficient  to 
build  a  high  school  of  the  finest  type.  Had  a  different 
course  been  followed,  had  bonds  been  issued  for  making  the 
improvements  of  the  previous  ten  years,  the  district  would 
have  been  hopelessly  handicapped  at  a  critical  time.  As  it 
was,  everything  was  favorable  to  the  erecting  of  just  such  a 
building  as  the  people  desired. 


124  GALESBURG   PUBLIC   SCHOOLS 

It  should  be  remembered  that    the    importance    of  the 

high  school  in  public  education  was  not   then  so 

nigh  generally  recognized  as  it  is  to-day.    At  that  time 

Building      no  city  in  the  state  had  erected  a  really  fine  and 


modern  building  for  its  high  school.  There  was 
one  such  building  in  Joliet,  but  it  was  a  township  high 
school.  The  high  school  was  still  generally  regarded  as 
merely  a  college  preparatory  school  and  did  not  appeal 
strongly  to  the  people  as  their  school.  When  one  of  the 
larger  cities  of  Illinois  to-day  builds  a  high  school,  it  makes 
it  the  finest  public  building  in  the  city.  It  was  not  so  when 
the  present  Galesburg  High  School  was  built.  That  build- 
ing was  the  pioneer  of  high  school  buildings  in  the  state. 
The  Board  and  the  people  have  since  had  reason  to  con- 
gratulate themselves  on  having  had  a  vision  and  rising  to  it. 
At  a  meeting  of  the  Board  of  Education,  held  five  days 

after  the  fire,  for  the  purpose  of  determining  what 
Hundred  steps  should  be  taken  to  secure  a  new  building,  it 
Sonars0*1  was  conceded  by  all  that  it  would  be  necessary  to 
a°Htehf°r  raise  tne  money  by  an  issue  of  bonds.  The  only 
Bu^uung  question  was  the  amount  to  ask  for.  The  sum 

first  suggested  was  $60,000,  but  as  the  different 
members  of  the  Board  discussed  the  future  needs  of  the 
school  as  well  as  those  of  the  present,  its  relation  to  the 
other  schools  of  the  city,  the  well  known  pride  the  people 
take  in  education,  and  the  prominence  that  even  the  location 
would  give  to  the  building,  the  amount  rose  until  $100,000 
was  thought  to  be  needed  ;  and  the  Board  with  all  the  mem- 
bers present  decided  by  a  unanimous  vote  to  ask  the  citizens 
for  the  authority  to  issue  bonds  to  the  amount  of  $100,000 
for  a  new  High  School  building.  The  election  was  called 
for  April  2nd.  The  proposition  was  thoroughly  discussed 
by  the  city  press  and  the  people  on  the  streets.  At  one  time 
many  thought  that  a  sentiment  unfavorable  to  the  issuing  of 
the  bonds  was  forming.  The  Board  met  informally  with  all 
the  members  present  and  prepared  a  statement  of  the  situa- 


:;jJr:  •.:>*?*$•¥%* 
CHURCHILL    SCHOOL 


BUILDINGS    USED    BY   THE   HIGH    SCHOOL. 


888-1896 


HIGH    SCHOOL 

1-896   TO   APRIL.   1O,  19O4 


BUILDINGS    USED    BY    THE    HIGH    SCHOOL. 


c/ig 


I 


«£r 

O  -.C/2  >-H 

§3   ^  ^ 

3  W  n>  x 

3!  _  m  Q 

•  Ssr  K 


5-s. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       125 

tion  for  the  public  which  was  printed  in  the  city  papers. 
When  the  election  day  came  great  interest  was  taken  in  the 
voting,  and  the  favorable  attitude  of  the  people  towards  is- 
suing the  bonds  was  shown  by  1,198  votes  cast  for  the  bonds 
to  160  against. 

The  bonds  were  to  draw  four  and  one-half  per  cent  inter- 
est and  to  be  paid  in  amounts  of  $10,000  on  Sep- 
tember of  every  year,  beginning  with  1907.  The  of  the 
condition  of  the  money  market  was  not  favorable 
at  that  time  for  the  selling  of  bonds  and  it  was  predicted  by 
some  that  they  could  not  be  sold  at  par,  in  which  case  they 
could  not  be  issued.  The  Board  felt  greatly  relieved,  when 
the  date  for  selling  the  bonds  arrived,  to  get  a  bid  from  the 
First  National  Bank  of  Chicago  for  the  entire  amount  with 
$2,500  premium,  the  bank  to  furnish  the  bonds  free  of 
charge  to  the  Board  of  Education.  The  bid  was  accepted  on 
condition  that  the  bank  would  pay  three  per  cent  interest  on 
monthly  balances  until  the  money  was  all  drawn.  As  the 
money  was  not  expended  for  nearly  two  years  the  arrange- 
ment brought  into  the  treasury  of  the  Board  of  Education  a 
little  over  $3,000.  Thus  the  bonds  were  disposed  of  in  a 
way  that  netted  the  district  $5,500  more  than  par.  Director 
L.  F.  Wertman  was  chairman  of  the  Finance  Committee  at 
that  time,  and  he  took  great  interest  in  securing  for  the 
Board  the  most  favorable  sale  of  the  bonds. 

With  the  bonds  sold,  the  next  thing  to  do  was  to  get  the 
plans  for  the  building.    This  was  done  not  accord-  The 
ing  to  the  usual  custom  of  advertising  for  plans  obtaining 
to  be  submitted  by  different  architects,  over  which  tne  plans- 
to  wrangle  and  finally  to  select  one  only  partially  satisfac- 
tory to  the  Board  and  entirely  objectionable  in  the  opinion  of 
the  architects  whose  plans  were  not  accepted,  but  by  choos- 
ing a  competent  architect  and  having  him  incorporate  the 
ideas  of  the  Board  into  his  plans.    A  committee  consisting 
of  Director  L.  F.  Wertman,  J.  Grant  Beadle,  the  architect, 
the  Superintendent  of  Schools  and  the  Principal  of  the  High 


126  GALESBURG   PUBLIC   SCHOOLS 

School,  made  a  tour  of  inspection.  They  examined  a  half 
dozen  buildings  recently  constructed  and  had  the  architect 
carefully  note  the  desirable  features  and  as  carefully  those 
to  be  avoided.  In  this  way  the  interior  arrangement  of  the 
building  was  determined  but  the  exterior  was  left  entirely 
to  the  architect. 

As  is  usually  the  case  when  it  came  to  opening  the  bids 

for  the  building  the  plans    were    found  to  be  too 
the  expensive.     They  were    modified    and  other  bids 

were  called  for,  as  a  result  of  which  the  contract 
was  let,  July  27,  1904,  to  Davidson  and  Rundquist,  the  low- 
est bidders,  for  $95,923.  The  stone  was  afterwards  changed 
from  Lake  Superior  rain  drop  stone  to  Berea  sand  stone, 
which  reduced  the  above  bid  to  $89,623.  Plate  glass  was 
later  sustituted  for  the  common  glass  at  an  additional  cost 
of  $3,000.  Separate  contracts  were  made  for  lockers, 
$1,502;  hardware,  $1,017;  light  fixtures,  $697;  and 
other  extras,  $994.  J.  Grant  Beadle  was  paid  $500  for  the 
plans  and  two  and  one-half  per  cent,  or  $2,500,  for  superin- 
tending the  construction;  he  to  furnish  a  competent  man, 
acceptable  to  the  Board,  who  should  be  on  the  grounds 
every  hour  that  work  was  in  progress.  The  gymnasium  and 
shower  baths,  which  were  finished  sometime  after  the  build- 
ing was  occupied,  cost  $1,606.  The  sum  of  these  different 
items  amounted  to  $11,816,  which,  added  to  the  original  con- 
tract $89,633,  made  the  building  alone  cost  $101,439.  The 
heating  and  ventilating,  which  was  a  steam  blast  system, 
was  let  to  Lewis  and  Kitchen  for  $11,833.  This  contract  of 
Lewis  and  Kitchen  included  the  radiation,  fans,  motors, 
heat  regulation  and  the  closets  with  the  necessary  plumb- 
ing. 

In  order  to  have  sufficient  ground  on  which  to  place  the 
building  it  was  necessary  to  secure  the  Strong  property, 
which  joined  the  original  High  School  lot  on  the  west.  This 
was  purchased  May  9,  1904,  for  $5,500. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       127 

The  Board  had  an  interesting  experience  in  purchasing 
the  furniture.    The  law  requiring  all  state  institu- 

,    .  .         Furnish- 

tions  to  buy  their  furniture  of  the  prison  industries  in«  the 

.  Building. 

went  into  effect  July  1,  1904,  and  it  was  held  at 
that  time  that  the  law  applied  to  the  public  schools.  To 
equip  such  a  building  with  furniture  made  by  convicts  did 
not  seem  to  be  the  fitting  thing  to  do,  and  there  was  a  dis- 
position to  avoid  it  if  possible.  The  matter  was  taken  up  by 
a  special  committee  with  the  Prison  Board  of  Industries.  A 
release  from  purchasing  the  prison-made  desks  was  obtained 
on  the  ground  that  a  particular  kind  of  desk,  the  manu- 
facture of  which  was  covered  by  patents,  was  wanted — de- 
manded even.  The  committee  also  secured  from  the  Prison 
Board  the  prices  it  would  charge  for  the  furniture  for  the 
laboratories  and  the  commercial  department,  for  the  reason 
that  it  was  necessary  to  know  the  cost  before  placing  the 
order  as  the  price  might  have  much  to  do  in  determining 
the  amount  purchased.  Bids  for  exactly  the  same  pieces  of 
furniture  as  shown  by  blue-prints  furnished  all  the  parties, 
were  obtained  from  two  well  known  manufacturers.  The 
price  for  the  prison-made  furniture  was  $3,441.45,  and  the 
bid  of  Knostman-Peterson  Furniture  Co.,  of  Davenport, 
Iowa,  for  the  same  kind  and  amount  was  $2,306.94.  The  bid 
of  the  Quincy  Show  Case  Works  was  just  $3,000.  The 
Board  referred  the  matter  back  to  the  committee  with 
power  to  act,  but  before  any  action  was  taken  by  the  com- 
mittee a  temporary  injunction  was  issued  by  the  Circuit 
Court  on  the  petition  of  George  Shumway,  Esq.,  restraining 
the  Board  of  Education  from  buying  furniture  from  any  but 
the  lowest  responsible  bidder.  By  default  on  the  part  of  the 
Board  of  Education  the  injunction  was  made  permanent. 
In  this  way  was  the  Board  released  from  purchasing  prison- 
made  furniture,  much  to  the  financial  benefit  of  the  district. 
The  furniture  for  the  laboratories  and  commercial  depart- 
ment cost  $2,306.94,  and  the  other  furniture  for  the  building 


128  GALESBURG   PUBLIC   SCHOOLS 

$2,840.60,  making  the  total  cost  of  the  furniture  when  the 
school  was  first  opened,  $5,147.54. 

The  cost  of  the  High  School  plant  when  completed  was : 

Total  Building $101,439.00 

cost.            Heating  and  ventilating  apparatus  lo- 
cated in  the  building 11,833.00 

Furniture 5,147.54 

Land  purchased  5,500.00 


Total  amount $123,919.54 

There  were  some  interesting  facts  connected  with  the 
A  Heat-  building  of  the  heating  plant.  It  is  a  good  ex- 
c?cuJid-nt  ample  of  the  way  in  which  an  emergency  was  met. 
ered.  When  the  High  School  building  was  burned  the 

Board  at  first  thought  that  it  would  be  a  good  plan  to  build 
a  separate  heating  plant  to  furnish  the  heat  for  the  three 
school  buildings  which  would  be  situated  on  that  block.  A 
committee  was  appointed  to  investigate  the  subject,  but  the 
cost  was  found  to  be  so  great  that  it  seemed  unadvisable  to 
consider  the  matter  further.  The  McKinley  city  heating 
plant  came  forward  at  that  time  with  a  plausible  solution. 
It  proposed  to  furnish  the  heat  by  extending  one  of  its 
mains  past  the  three  buildings.  The  public,  which  was  tak- 
ing a  lively  interest  in  the  matter,  thought  that  this  was  un- 
doubtedly the  thing  to  do.  The  company  was  heating  the 
business  houses  satisfactorily,  and  it  was  claimed  that  it 
could  heat  the  schoolhouses  just  as  well  and  much  more 
cheaply  than  the  Board  could  do  it  with  its  own  heating 
plant,  which  would  cost  thousands  of  dollars  to  build  and 
which  would  be  a  constant  source  of  expense  to  maintain. 
There  was  one  important  item  which  was  not  considered, 
namely,  that  the  business  houses  were  heated  by  direct  radi- 
ation, while  the  schoolhouses  would  be  heated  by  blast  sys- 
tems, by  fans  driving  the  cold  air  over  the  radiating  coils. 
Public  opinion  soon  became  so  pronounced  that  the  wise 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       129 

thing  to  do  was  at  least  to  give  the  McKinley  plant  a  trial. 
This  could  be  done  at  no  great  expense  with  the  Central 
School,  which  was  then  in  process  of  construction.  A  con- 
tract was  accordingly  made  with  the  McKinley  company  to 
heat  the  Central  School  for  $503  a  year,  and  a  proposition  to 
heat  the  High  School  for  $2,330.73  per  year  was  accepted.  As 
a  result  of  this  contract  the  plans  of  the  High  School  build- 
ing were  drawn  without  making  any  provision  for  placing  a 
heating  plant  in  the  building.  By  the  time  the  winter  of 
1904-05  was  over,  every  one,  even  the  company  itself,  was 
convinced  that  it  was  impossible  to  heat  the  school  build- 
ings from  the  city  heating  plant.  There  had  not  been  a 
week  for  months  when  it  was  not  necessary  to  close  the 
school  for  one  or  more  half  days.  The  McKinley  company 
notified  the  Board  of  Education  that  it  would  not  undertake 
to  heat  the  High  School  and  that  it  would  not  renew  its  con- 
tract for  heating  the  Central  School  for  another  year.  The 
High  School  building  would  be  completed  within  a  few 
months  and  there  was  no  provision  in  the  construction  for 
a  heating  plant.  This  was  also  true  of  the  Central  School. 
The  only  possible  thing  to  do  under  these  circumstances 
was  to  build  a  separate  heating  plant.  That  which  a  year 
before  was  regarded  as  impossible  was  now  the  only  thing 
that  could  be  done.  But  where  was  the  money  to  come 
from?  There  had  been  no  provision  made  in  the  tax  levy 
for  such  an  expenditure,  and  the  Board  would  not  entertain 
the  idea  of  asking  for  more  bonds. 

The  heating  plant  was  built  in  the  summer  of  1905,  and 
it  was   paid   for   with   the  money   already  in  the  How  the 
treasury  reserved  for  the  purpose  of  paying  the  $Jj]Jey 
teachers'  salaries  until  the  next  taxes  became  due.  Baised- 
The  teachers  also  received  their  salaries  as  usual  when  they 
became  due.    There  is  a  provision  in  the  school  law  that  al- 
lows boards  of  education,  when  the  salary  of  a  teacher  be- 
comes due  and  there  is  no  money  in  the  treasury,  to  write 
on  the  back  of  the  order,  "No  Funds"  and  it  draws  interest 


130  GALESBURG   PUBLIC   SCHOOLS 

at  the  rate  of  seven  per  cent.  The  finance  committee  ar- 
ranged to  have  these  orders  cashed  at  six  per  cent  interest. 
No  interest  on  the  money  thus  used  for  the  heating  plant 
began  to  accrue  until  October,  when  the  first  pay-roll  be- 
came due,  and  then  only  on  the  amount  of  one  month's 
salary.  This  amount  was  increased  every  thirty  days  by 
another  month's  salary  until  sufficient  taxes  came  in  to  meet 
the  pay-roll.  The  interest  thus  paid  on  the  money  used  to 
build  the  heating  plant  amounted  in  all  to  less  than  $500. 
This  was  certainly  a  much  cheaper  way  to  pay  for  the  build- 
ing than  to  issue  bonds.  This  method  of  meeting  an  unex- 
pected expenditure  was  frequently  resorted  to  during  this 
period.  It  is  certainly  a  sensible  and  economical  way  to  do 
in  such  cases,  and  there  can  be  no  legal  objection  to  trans- 
ferring money  from  one  of  the  two  school  funds  to  the  other 
so  long  as  the  sum  used  in  any  one  year  does  not  exceed  the 
amount  the  law  allows  to  be  used  for  that  purpose. 

The  contract  for  the  building  and  the  stack  of  the  heat- 
Buiiding  *n£  plant  was  let  to  Peter  T.  Olson,  for  $8,563, 
Heaung  an<^  tne  contract  for  the  equipment  was  given  to 
riant.  Lewis  and  Kitchen,  of  Chicago,  for  $11,676,  these 
being  the  lowest  bids.  M.  E.  Sweeney  was  paid  $300  for 
superintending  the  work  of  construction.  Thus  the  total 
cost  of  the  heating  plant  was  $20,539.  This  plant  furnishes 
the  heat,  the  light  and  the  power  for  the  High  School,  the 
Central  School  and  the  Churchill  School.  Since  it  began 
operation  in  the  fall  of  1905  it  has  given  what  might  be 
called  perfect  satisfaction  at  all  times  and  in  all  respects, 
thus  proving  itself  to  be  one  of  the  best  investments  the 
Board  ever  made. 

The  care  that  has  always  been  exercised  in  operating  the 
plant  and  the  perfect  condition  in  which  it  has  been  kept  by 
Wm.  Richardson,  the  engineer  in  charge,  demonstrates  that 
the  public  can  conduct  such  an  enterprise  as  successfully 
and  economically  as  a  private  party. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       131 

The  High  School  building  was  completed  and  opened  on 
Lincoln's  birthday,   February   12,   1906,  with  ap- 
propriate ceremonies.    The  State  Superintendent,  of  the 
Hon.  Alfred  Bayliss,  and  William  Hawley  Smith  school 
delivered  the   principal    addresses.     On  the  after- 
noon and  evening  of  that  day  some  five  thousand  citizens 
inspected  the  building.     Nothing  but  words  of  satisfaction 
and  praise  were  heard  from  any  one,  and  the  verdict  of  that 
day  has  not  been  changed.    It  is  worth  mentioning  here,  as 
showing  the  spirit  of  the  school,  that  the  boys  of  the  manual 
training  department  transferred  all  the  desks  and  furniture 
they  had  been    using   in  the    Central    School    to  the  High 
School  building,  doing  all  the  work  and  doing  it  in  one  day. 
With  the  completion  of  the  new  High  School  in  February, 
1906,  ended  the  second  period  of  schoolhouse  building. 

By  1910  the  three  schools  north  of  Main  street  had  be- 
come so  crowded  that  it  was  imperative  for  the 
Board  to  provide  more  school  accommodations.  Farnham 
As  a  partial  relief  of  the  conditions,  the  Farnham 
School,  a  four-room  building,  was  built  in  1910-11.  In  Sep- 
tember, 1910,  three  lots  on  the  northwest  corner  of  Farnham 
and  Summit  streets  were  purchased  for  $2,300  as  grounds 
for  this  school.  Two  members  of  the  Board,  Directors 
Berry  and  Purington,  and  the  Superintendent,  with  N.  K. 
Aldrich,  who  had  been  chosen  as  the  architect,  were  sent  to 
Oak  Park,  Illinois,  to  examine  some  schoolhouses  of  a  new 
type  of  architecture,  that  had  been  recently  built.  The 
Farnham  School,  which  is  an  entirely  different  style  of 
building  from  the  others  in  the  city,  was  the  result  of  this 
trip.  The  contract  for  the  building  was  let  to  John  J.  Dahl- 
burg  for  $17,150,  the  contract  for  heating  and  ventilating, 
including  toilets  and  heat  regulation,  to  Lewis  and  Kitchen 
for  $2,990,  and  the  furniture  contract  to  the  Peabody  School 
Furniture  Co.  for  $492.40,  these  being  the  lowest  bids  sub- 
mitted. N.  K.  Aldrich  was  paid  $343  for  the  plans  and 
specifications.  W.  M.  Woolsey  received  $50  for  superin- 


132  GALESBURG   PUBLIC   SCHOOLS 

tending  the  construction.  The  window  shades  cost  $77.35 ; 
the  electric  wiring  and  fixtures,  $134.80;  the  grading, 
$107.50;  the  walks,  $654.90;  the  sewer,  $241.40;  extras  on 
the  general  contract,  $81 ;  the  teachers'  chairs,  $27.50 ;  the 
clocks,  $14.50 ;  the  examination  of  title  and  recording  deeds, 
$27.40.  Thus  the  Farnham  School,  including  every  item  of 
expense,  cost  $24,291.75.  The  school  was,  on  motion  of 
Director  L.  T.  Stone,  named  the  Farnham  School  in  honor 
of  the  late  Eli  Farnham,  who  taught  the  first  public  school 
in  Galesburg,  and  whose  residence  was  only  a  few  rods 
north  of  where  the  schoolhouse  stands. 

2.      OTHER   PERMANENT   IMPROVEMENTS. 

A  system  of  dry  closets  was  installed  in  the  Grammar 
churrhiii  (Churchill)  School  by  the  Smead  Heating  and 
Bunding  Ventilating  Co.  in  the  summer  of  1892,  for  $825. 
closets.  At  the  time  it  was  made  this  was  a  great  im- 
provement. Prior  to  that  date  the  closets  had  been  in  out- 
buildings, and  their  condition  was  a  disgrace  to  a  civilized 
community.  For  years  one  of  the  annual  acts  of  the  Board 
of  Health  had  been  to  issue  an  order  declaring  them  a  public 
nuisance.  The  Board  of  Education  was  powerless  to  do 
anything  as  there  were  neither  sewers,  nor  a  water  system, 
in  the  city.  When  the  first  investigating  committee  was 
sent  out  in  1887  to  examine  some  recently  constructed 
buildings,  with  a  view  of  obtaining  the  latest  ideas  on  school 
architecture  and  of  incorporating  them  into  the  plans  of  the 
proposed  new  High  School  building,  it  found  this  system  of 
closets  in  the  Hyde  Park  High  School.  These  closets  had 
been  in  use  a  year,  and  they  were  considered  by  the  author- 
ities there  as  one  of  the  marvels  of  the  age.  These  closets 
were  incorporated  in  the  plans  of  the  new  High  School 
building  as  one  of  the  latest  and  best  of  the  modern  im- 
provements. They  proved  satisfactory  in  that  building, 
and  no  time  was  lost  in  placing  them  in  the  Grammar 
School  after  the  Smead  Company  decided  it  was  possible  to 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       133 

do  so.  It  was  not  long  before  the  dry  closet  system  was 
generally  condemned  in  the  large  cities,  especially  by 
plumbers.  The  closets,  however,  proved  satisfactory  wher- 
ever they  were  placed  in  a  school  building  in  Galesburg. 
The  system  is  much  more  satisfactory  and  sanitary  than  the 
ordinary  unventilated  water  closet.  This  was  thoroughly 
demonstrated  at  the  Douglas  School,  where  it  became  nec- 
essary to  tear  out  a  system  of  water  closets  because  they 
were  not  ventilated.  No  closet  that  is  not  ventilated  is  san- 
itary. 

The  schoolhouses  in  the  city  had  like  those  of  to-day 
high  basements,  but  the  steps  leading  to  the  first 
floor  were  all  on  the  outside  of  the  building.  These 
steps,  six  to  ten  in  number,  generally  made  of  stone  and  un- 
covered, were  really  dangerous  to  the  pupils  in  the  winter 
season.  During  the  other  seasons  of  the  year,  they  were 
convenient  and  attractive  places  for  rowdies  and  disrep- 
utable characters  to  congregate  in  the  evenings.  This  led 
at  times  to  the  defacement  of  school  property.  The  Gram- 
mar School  had  three  such  unsafe  and  undesirable  en- 
trances. In  1894  these  steps  had  become  so  decayed  that  it 
was  necessary  to  replace  them  with  new  ones.  The  Board 
took  this  opportunity  to  place  them  inside  the  building,  an- 
other idea  the  committee  had  brought  back  from  its  trip  of 
inspection.  In  making  this  change  in  the  steps,  all  the  en- 
trances were  made  to  open  to  the  east,  the  object  being  to 
reduce  as  much  as  possible  the  drafts  which  blew  through 
the  halls  in  cold  weather  and  which  were  a  constant  menace 
to  the  health  of  the  teachers  on  the  lower  floor  while  they 
were  attending  to  their  hall  duties  at  dismissions  and  recess. 
Wm.  Wolf  made  the  plans  for  remodeling  these  entrances 
and  O.  C.  Housel,  contractor,  did  the  work  for  $689. 

In  May,  1895,  after  the  schools  had  closed  for  the  year, 
the  tower  on  the  building  was  partially  destroyed  Tower  of 

~  f  J  Churchill 

by  a  fire  of  unknown  origin.    The  contract  for  re-  school 
pairing  and  remodeling  it  was  let  to  Peter  McL. 


134  GALESBURG   PUBLIC    SCHOOLS 

Davidson  for  $545.  The  amount  expended  on  the  Churchill 
building  in  this  period,  for  permanent  improvements,  was 
$2,059. 

Cooke  School  was  connected  with  the  city  water  system 
improve-  *n  tne  summer  of  1896.  When  it  became  neces- 
eSiSS  °n  saiT>  in  1897>  to  rebuild  the  steps  of  this  building 
school.  the  entrances  were  remodeled  and  the  steps  were 
placed  within  the  building,  which  was  a  great  improvement. 
The  plans  for  this  change  were  made  by  Wm.  Wolf  for  $25, 
and  the  contract  for  the  work  was  let  to  A.  C.  Phillipson  for 
$594.  At  the  same  time  a  system  of  dry  closets  was  placed 
in  the  building  by  A.  A.  Ames  for  $250. 

The  Hitchcock  building  was  the  first  to  be  remodeled 

and  enlarged.     At  that    date    the    ventilation  of 

A  Modem    schoolhouses  was  in  its  infancy.    As  good  a    sys- 

Syatem  J  J 

of  venti-      tern  of  ventilation  as  was  then  known  was  placed 

lating  In-       .  . 

m      e  building,  but  ln  time,  as  improvements  in 


school.  ventilation  were  made,  this  system  came,  properly 
enough,  to  be  regarded  by  the  patrons  as  very 
poor.  In  the  fall  of  1908  it  at  last  got  on  the  nerves  of  the 
people,  and  the  Board  decided  to  give  the  desired  relief  at 
once  by  installing  during  the  Christmas  vacation  of  that 
year  the  most  improved  blast  system  of  ventilation,  to- 
gether with  water  closets  and  heat  regulation.  This  im- 
provement, which  was  made  by  Lewis  and  Kitchen,  cost, 
when  completed,  $5,219.95. 

The    manual    training  quarters  in  the  basement  of   the 

High   School   had  always  been  objectionable  on 

KinSlg      account  of  the    noise    made    by    the  machinery. 

Made**"      Then,  too,  they  were  neither  large   enough  nor 

scnoXfh     adapted  to  accommodate  all  the  different  kinds  of 

work  desired  to  be  done  in  that  department.     In 

1910  it    was   decided  to  build   a   separate  manual  training 

building,  connecting  it  to  the  rooms  used  for  that  purpose 

in  the  High  School  building.     Another  object  of  building 

this   addition  was   to  have   room   enough   to   give   manual 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       135 

training  to  the  boys  in  the  seventh  and  eighth  grades,  thus 
making  it  a  manual  training  center  for  the  boys  of  the 
higher  grades  in  the  grammar  schools.  A  strip  of  land  71 
by  54)4  feet,  lying  between  the  High  School  and  the  heat- 
ing plant,  on  which  the  building  was  placed,  was  purchased 
of  S.  C.  Ayres  for  $1,300.  The  plans  and  specifications  for 
the  building  were  made  by  J.  Grant  Beadle,  at  a  cost  of 
$151,38.  The  contract  for  the  building  was  let  to  P.  O. 
Munson  for  $5,475.  This  amount  included  the  cost  of  the 
bridge  connecting  the  High  School  with  the  Central 
School,  which  was  estimated  at  $300  by  one  of  the  bidders. 
The  heating  contract  was  let  to  Joseph  Quigley  for  $494.40, 
and  the  plumbing  contract  to  the  C.  S.  Telford  Co.  for 
$490.15,  thus  making  the  total  cost  of  this  improvement 
amount  to  $7,910.93. 

The  smoke  from  the  heating  plant  was  a  source  of  real 
inconvenience  to  the  people  of  that  neighborhood, 

'A  Smoke 

and  occasionally  some  one  would  serve  notice  on  consumer 

T-,  .  .  'or  the 

the  Board,  threatening  it  with  the  direst  conse-  Heating 
quences  if  the  nuisance  was    not    abated.     There 
was  no  time  when  the  Board  would  not  have  been  glad  to 
remove  the  cause  of  complaint  had  it  known  how  to  do  it. 
In    December,  1909,    the    G.  H.  Scharf  Co.  presented    the 
merits  of  the  automatic  smoke  consumer  to  the  Board,  with 
the  proposition  to  install  the  device  for  $480,  no  money  to  be 
paid  until  the  Board  was  satisfied  that  it  would  do  all  that 
was  claimed  for  it.    The  proposition  was  accepted,  and  the 
smoke  nuisance  soon  became  a  thing  of  the  past. 

By  1909  the  water  closets  placed  in  the  Douglas  School 
at  the  time  it  was  remodeled  had  become  so  un- 

Improve- 

samtary  that  it  was    necessary    to  replace  them  ments 

.   ,          ,  Made  at 

with  others.    Another  system  of  water  closets  was  Douglas 
installed  and  ventilation  was  provided  for  them  by 
building  a  stack  up  through  the  central  part  of  the  building. 
This  stack  and  the  new  closets  cost  $1,001.    The  stack  was 
designed  to  be  used  as  a  flue  for  the  heating  apparatus  and 


136  GALESBURG   PUBLIC    SCHOOLS 

to  take  care  of  a  system  of  ventilation  for  the  building. 
These  two  provisions  made  it  more  expensive  than  it  would 
otherwise  have  been. 

In  the  winter  of  1910-11  some  of  the  people  in  the  Bate- 
man  district  thought  that    their    school  building 
Humidity     was  not  properly  ventilated.  The  Board  employed 

Device  In-  r     .  .  .       * 

stalled  in     5.  K.  Lewis,  an  expert    heating"    and    ventilating 

Bateman  .  '       .  .   & 

school.  engineer  of  Chicago,  to  examine  and  test  the  ap- 
paratus. He  reported  that  the  volume  of  fresh  air 
furnished  each  room,  with  one  exception,  was  sufficient,  but 
that  the  air,  on  account  of  the  manner  in  which  it  was 
heated,  was  too  dry.  He  recommended  that  a  humidity  de- 
vice be  installed  in  connection  with  the  heating  apparatus 
and  also  that  an  electric  fan  be  placed  in  the  intake  duct  of 
the  room  that  was  not  receiving  enough  fresh  air.  On  mo- 
tion of  Director  Wertman  the  building  committee  was  di- 
rected to  install  a  humidistat  and  an  electric  fan  as  recom- 
mended by  Mr.  Lewis.  The  cost  of  this  improvement  was 
$458.92. 

At  the  February  meeting   of    1898   the  Allen   property, 

consisting  of  a  house  and  lot  joining  the  Weston 

M^de"011      School  grounds  on  the  east  and  fronting  on  Mul- 

welton        beriT  street>  was  purchased  for  $1,600.     The  ob- 

GroundB       Ject  m  buying  this  property  was  to  enlarge  the 

playgrounds.    This  was  a  good  illustration  of  how 

public   sentiment   on   the   question   of   the   size   of   school 

grounds  had    changed    within    thirty    years.     In    1868  the 

Board  seriously  considered  selling  a  lot  from  the  grounds 

they  then  had ;  in  1898  it  bought  a  lot  to  add  to  it. 

In  July  of  1898  the  Hunt  property,  joining  the  Churchill 

grounds  on  the  south  and  fronting  on  Cedar  street, 

Made          was  bought  for  $4,000.     The  immediate  object  of 

churchiu     this  purchase  was  to  use  the  house  as  an  annex 

for  the  Central  Primary,  while  the  ultimate  end  in 

view    was    the    enlarging    of    the    Churchill    playgrounds. 

These  were  the  only  pieces  of  land  purchased  in  this  period 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       137 


solely  for  the  purpose  of  having  more  grounds  for  the  build- 
ings and  pupils.  It  would  be  wisdom  on  the  part  of  the 
Board  to-day  if  it  would  adopt  the  policy  of  buying  property 
adjoining  any  of  the  school  grounds  as  it  comes  on  the  mar- 
ket, until  every  school  in  the  city  has  an  adequate  play- 
ground. 

The  amounts  invested  in  permanent  improvements  in 
the  different  periods  of  these   fifty  years  are  here  summary 

of  Invest- 

given.     Each  total  includes  the  cost  of  the  land,  ments  in 
building,  heating  and  ventilating  apparatus,  clos-  nent  im- 
ets  and  furniture ;  and  the  amount  of  each  of  these  men**. 
items  may  be  learned  by  referring  to  the  paragraphs  that 
give  an  account  of  the  construction  of  the  building. 

TABLE  SHOWING  COST  OF  PROPERTY  OWNED   BY  THE 
BOARD   OF   EDUCATION    IN    1911  I 


1st  Period 
1861-1862 

*S 

IS 
£3 
«| 

E 

"oio 
*3 

a 

|d 

is 

CUio 

*£3  <X$ 

* 

3 
5 

High  School.   ... 
Central  School.  .  . 

.... 

$     3,600.00 

$  

$186,476.60 
45,144.09 
6,951.50 
21,019.00 
19,066.95 
34,632.25 
24,691.75 
24,397.14 
12,861.90 
869.00 
16,727.32 

$190,076.60  a 
45,144.09 
69,902.91 
21,019.00 
36,141.95 
34,632.25 
24,691.75 
47,664.51  b 
25,774.76  c 
18,073.30 
28,007.32 

Churchill  School. 
Heating  Plant.  .  . 

.... 

59,269.91 

3,681.50 

Hitchcock  School 
L/incoln  School 

1,200.00 

15,875.00 

Farnham  School. 
Weston  School 

12,144.62 
435.00 
16.396.50 

11,122.75 
12,477.86 
807.80 
11,280.00 

Douglas  School.  . 

Cooke  School  

Bateman  School. 

$  93,046.03 

$55,244.91 

$392,837.50 

$541,128.44 

a.  For  this  item  to  represent  the  cost  of  the  High  School 
property  in  1911,  it  is  necessary  to  deduct  $1,100,  the  price  paid  for 
the  old  Baptist  Church  which  was  removed  from  the  grounds  in 
1887  and  $54,635.10,  the  loss  by  the  fire  of  1904,  which  would  make 
the  item  $134,341.50. 

b.  This  item  should  be  reduced  $6,723.75,  the  loss  by  the  fire 
of  1882,  which  would  make  it  $40,940.76. 

c.  This  item  should  be  reduced  $435,  the  cost  of  the  Depot 
School,  a  one-room  schoolhouse  built  in  1862,  which  would  make  it 
$25,339.76. 


138  GALESBURG   PUBLIC    SCHOOLS 

These  reductions  amount  to  $62,893.85,  which,  taken 
from  the  grand  total,  leaves  $477,834.59,  the  total  cost  of  all 
the  property  owned  by  the  Board  of  Education  in  1911. 

The  cost  of  sewers,  sidewalks  and  pavements  is  not  in- 
cluded in  these  totals,  except  in  the  case  of  the  Farnham 
School;  nor  are  the  expenditures  that  might  be  properly 
considered  as  ordinary  repairs.  The  amounts  for  permanent 
improvements  were  raised  by  taxes  as  needed,  except  $63,000 
in  the  second  period  and  $141,000  in  the  fourth  period, 
which  were  secured  by  issuing  bonds.  These  bonds  were  all 
paid  except  $50,000  which  had  not  yet  matured.  Thus  it  is 
seen  that  the  amount  invested  in  school  property  in  the  fifty 
years  was  on  an  average  about  $10,000  a  year;  for  the  last 
period  it  was  $15,000  a  year. 

The  year  previous   to  the   opening   of   the    new    High 

School  building  in  1888,  two  rooms  on  the  first 

schools  in    floor  of  the  City  Hall  on  South  Cherry  street  were 

Buildings  .  . 

other  occupied  by  a  part  of  the  Central  Primary  School. 
Property  These  rooms  were  again  used  for  school  purposes 
Board.  for  four  months  in  the  fall  of  1889,  while  the 
Lincoln  School  was  being  finished.  They  were 
closed  when  that  building  was  opened  in  January,  1890. 
For  one  year,  beginning  in  September,  1910,  the  Swedish 
Mission  Chapel  on  the  southeast  corner  of  Losey  and  Irwin 
streets  was  rented  for  a  school.  These  are  the  only  two 
instances  in  the  period  when  any  of  the  schools  occupied 
buildings  that  were  not  the  property  of  the  district,  except 
when  the  High  School,  at  the  time  its  own  building  was 
burned,  used  Knox  College,  the  Court  House,  etc.,  for  two 
months  in  the  spring  of  1904. 

3.      PROTECTION   FROM    FIRE. 

The  Board  always  exercised  great  care  in  guarding  the 
Ttn  children  against  the  possibility  of  danger  from  fire 

Escapes.      jn  case  a  school  building  burned.     In  addition  to 
the  fire  escape   on  the  east  side   of  the   Churchill   School, 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       139 

ladders  were  purchased  and  stored  near  the  building  to  be 
used  in  case  it  were  necessary  to  take  children  from  the 
third  floor.  A  fire  escape  was  placed  on  the  High  School 
building  in  1901.  In  February,  1904,  a  Babcock  fire  ex- 
tinguisher was  placed  in  each  building,  and  in  the  same 
year  a  Dow  Cylindrical  fire  escape  was  placed  at  the  west 
side  of  the  Churchill  building  and  one  of  the  same  make  at 
the  Douglas  School.  The  cost  of  each  of  these  Dow  fire 
escapes  was  $892.50. 

The  custom  of  having  fire-drills  frequently  was  insisted 
upon  by  the  Board.  In  January,  1904,  a  resolu-  Flre- 
tion  requiring  each  school  to  have  at  least  one  fire-  Dri118- 
drill  every  week  was  adopted.  The  resolution  was  soon 
amended  by  changing  the  fire-drills  to  once  in  two  weeks. 
In  1908  the  resolution  was  still  further  amended  by  requir- 
ing two  fire-drills  in  each  month  of  the  fall  terms  and  one  in 
each  month  of  the  other  two  terms.  The  resolution  made  it 
the  duty  of  the  Superintendent  to  report  monthly  to  the 
Board  the  number  of  fire-drills  in  each  of  the  buildings. 
There  was  only  one  serious  fire  in  this  period.  It  is  true 
that  before  the  shingle  roofs  were  displaced  by  tin  and  slate, 
it  was  not  an  uncommon  occurrence  to  have  a  fire  start  on 
the  roof  of  a  schoolhouse,  but  these  were  always  discovered 
and  put  out  before  any  damage  worth  mentioning  was  done. 

There  was  a  fire  in  the  Douglas  School,  when  it  was 
known  as  the  Seventh  Ward  School,  that  de- 
stroyed the  floor  in  the  room  above  the  boiler, 
damaging  the  desks  and  books  to  a  great  extent.  This  fire 
occurred  at  night.  In  1895,  on  Monday,  June  3rd,  after  the 
schools  had  closed  for  the  year,  the  tower  on  the  Grammar 
(Churchill)  School  was  damaged  by  fire  to  the  extent  of 
about  $500.  The  burning  of  the  High  School  building, 
however,  was  one  of  the  most  serious  fires  Galesburg  ever 
had.  It  occurred  on  Sunday  night,  April  10,  1904,  the  alarm 
of  fire  being  given  at  eight  o'clock.  The  fire  started  in  the 
basement  and  the  origin  of  it  was  never  definitely  deter- 


140  GALESBURG   PUBLIC   SCHOOLS 

mined;  the  theory,  however,  that  generally  prevailed  was 
that  it  was  caused  by  spontaneous  combustion  of  waste  that 
had  been  used  in  cleaning  the  machinery.  Owing  to  the  size 
and  construction  of  the  building,  the  fire  department,  though 
it  fought  valiantly,  was  unable  to  get  control  of  the  fire 
and  by  twelve  o'clock  midnight  the  building  was  in  ruins. 
When  the  west  wall  of  the  building  fell,  two  men  lost  their 
lives :  John  B.  Slater,  the  oldest  member  of  the  fire  depart- 
ment, and  Frank  G.  Stromsted,  a  citizen  who  was  assisting 
in  removing  the  goods  from  the  Kindergarten  Normal, 
which  stood  a  few  feet  to  the  west  of  the  building.  The  rec- 
ords of  the  school  were  the  only  thing  saved,  and  these  were 
secured  by  the  Principal  of  the  school,  Mr.  Frank  D.  Thom- 
son, who  entered  the  office,  which  was  on  the  second  floor, 
by  means  of  a  ladder,  a  difficult  and  dangerous  undertaking 
on  account  of  the  dense  smoke  in  that  part  of  the  building. 
The  loss  was  estimated  at  that  time  to  be  $70,000,  but  it 
could  not  have  been  over  $55,000.  The  amount  of  insurance 
on  the  building  and  contents  was  $24,500,  which  was  paid  in 
full.  Some  $800  worth  of  text-books  belonging  to  the  pupils 
were  burned,  but,  through  the  good  offices  of  the  Text-book 
Committee,  the  publishers,  without  exception,  were  kind 
and  generous  enough  to  loan  the  pupils  books  with  which  to 
complete  the  work  of  the  year.  These  books  were  all  re- 
turned. 

4.      MUSIC,  DRAWING  AND  PHYSICAL  TRAINING. 

The  question  of  teaching  vocal  music  was  taken  up  in 

introduc  t^ie  sP"n&  term  °*  1^87.  At  a  meeting  of  the 
Board  in  June  of  that  year  Mr.  G.  R.  Housel  pre- 
sented the  matter  and  submitted  a  proposition  to 
furnish  the  books  and  to  teach  the  subject.  On  motion  of 
Director  Merrill,  his  proposition  was  referred  to  the  Teach- 
ers' Committee  on  a  tie  vote,  the  Mayor  casting  his  vote  in 
the  affirmative.  At  the  July  meeting  the  proposition  was  re- 
jected on  the  recommendation  of  the  Teachers'  Committee. 


GEO.   H.  \VARD 


F  .  -S.  BARTL.  C 


R.  O.  AHL.ENIU 


FOURTH  WARD 

The    Representatives   of   the    Fourth    Ward   on   the    Board   of    Education 
since  its   First  Organization  in  June,   1861. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       141 

One  year  after  the  subject  was  first  brought  formally  be- 
fore the  Board,  a  special  committee  composed  of  Directors 
Cooke,  Price  and  Woods  was  appointed  to  consider  the 
question  of  music  in  the  schools;  and  at  the  next  meeting, 
July  9,  1888,  the  committee  reported  in  favor  of  the  intro- 
duction of  music  and  the  employment  of  G.  R.  Housel  as 
supervisor  of  the  subject.  Since  that  date  music  has  been 
in  the  schools  continually  under  the  direction  of  a  special 
supervisor  and  the  question  of  discontinuing  it  has  never 
been  raised,  its  value  as  a  branch  of  school  work  being  fully 
recognized.  In  these  twenty-three  years  there  were  only 
two  supervisors  of  music,  Mr.  G.  R.  Housel  and  Miss  Glaze 
Strong. 

While  drawing  had   nominally   been  in  the   schools   for 
several  years,  its  introduction  may  properly  be 
considered  to  date  from  the  adoption  of  the  Prang  «on  of 
System  of   drawing,  in  June,  1891.    A  special  su- 
pervisor, who  gave  but  a  small  portion  of  her  time  to  the 
Galesburg  schools,  was  provided  by  the  Prang  Company, 
the  Board  of  Education  paying  for  her  services.     Drawing, 
from  that  date,  became  in  reality  a  part  of  the  education  of 
the  child,  and  its  value  was  no  longer  questioned.    This  re- 
sult could  never  have  been  obtained  without  the  direction 
and  help  of  a  special  supervisor  of  the  subject. 

In  the  years  to  come  it  will  be  considered  strange  that 
the    importance  of  physical  culture  as    a  part  of  Introduc. 
the  work  of  the  public  schools  was  not  recognized  pjjgjfai 
earlier.    The  introduction  of  this  subject  found  a  Culture- 
strong  advocate  in  Director  Charles  E.  Johnson ;  and  it  was 
finally  placed  in  the  Galesburg  schools  in  September,  1905, 
under  the  direction  of  Miss  Soflena  Mathis  as  supervisor. 
The  importance  of  the  care  and  development  of  the  body 
will  yet  receive  greater  recognition  by  the  public  and  by 
those  in  charge  of  educational  institutions. 

The  delay  in  introducing  music,  drawing  and  physical 
culture  was  no  doubt  largely  due  to  the  lack  of  the  neces- 


142  GALESBURG   PUBLIC   SCHOOLS 

sary  preparation  and  training  on  the  part  of  the  regular 
teachers  to  do  the  work.  To  employ  a  sufficient  number  of 
specially  trained  instructors  to  pass  from  room  to  room 
and  teach  these  subjects,  entailed  an  expense  that  was  pro- 
hibitive. The  solution  was  found  when  it  was  demonstrated 
that  the  regular  teacher  could  do  the  work  under  the  super- 
vision of  a  competent  director  of  the  subject.  Competency 
in  the  supervisor  was  found  to  be  a  much  more  important 
factor  than  the  amount  of  time  she  gave  to  supervision.  At 
no  time  did  the  supervisor  give  more  than  three  days  in  a 
week  to  the  schools,  some  gave  only  two  days.  The  super- 
visor always  found  it  quite  possible  to  arrange  with  some 
other  city  for  the  remainder  of  her  time.  In  this  way  it  is 
possible  for  a  city  the  size  of  Galesburg  to  have  as  expert 
supervision  as  the  the  larger  cities  that  pay  the  best  sal- 
aries —  and  more  of  it  when  the  comparative  number  of 
teachers  is  considered.  For  example,  Miss  Katherine  K. 
Ball  and  Miss  Jessie  Buckner,  who  for  years  supervised  the 
Drawing  in  the  schools,  are  now  and  have  been  for  years 
the  supervisors  of  drawing  in  San  Francisco  and  the  State 
Normal  School  at  Macomb,  Illinois,  respectively. 

5.      THE  TRAINING  SCHOOL. 

Of  all  the  different  elements  that  enter  into  the  making 
Teachers'     °^  a  system  of  good  schools,  the  character  of  the 


corps  of  teachers  is  the  most  important.  The  real 
organized.  vajue  of  everything  connected  with  a  school  sys- 
tem is  determined  by  the  quality  of  the  work  done  by  the 
individual  teachers.  The  securing  of  good  teachers  is  the 
most  difficult,  as  well  as  the  most  important,  problem  a 
board  of  education  has  to  solve.  Wherever  the  appointing 
power  may  be  lodged,  however  it  may  be  surrounded  by 
rules  and  regulations,  and  no  matter  how  conscientiously  it 
may  be  exercised,  mistakes  will  be  made;  and  it  will  not 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       143 

be  sufficient  of  itself  to  provide  the  most  desirable  teachers ; 
for  teachers,  like  persons  in  every  form  of  activity,  are 
made,  developed  in  and  by  their  work,  and  much  depends  on 
the  start  they  get  and  the  atmosphere  in  which  they  labor. 
In  order  that  the  persons  appointed  as  teachers  might  begin 
their  work  under  favorable  conditions,  the  Training  School 
was  organized.  In  a  city  as  large  as  Galesburg,  with  its  two 
colleges  which  offer  a  liberal  education  but  afford  no  special 
training  for  teaching,  and  from  which  most  of  the  teachers  of 
the  schools  would  naturally  come,  such  a  school  for  theory 
and  practice  of  teaching,  under  the  direction  of  one  exper- 
ienced and  skilled  in  the  art,  is  particularly  needed.  When 
the  Central  Primary  moved  into  its  new  home,  the  first  floor 
of  the  new  High  School  building,  in  September,  1888,  it  was 
made  a  Training  School  for  teachers,  not  for  all  who  desired 
to  become  teachers,  but  for  those  only  whom  the  Board  ex- 
pected to  appoint  as  regular  teachers,  should  they  show 
themselves  fitted.  To  get  a  position  in  the  Training  School 
one  was  required  to  have  a  regular  certificate  from  the 
County  Superintendent  and  be  appointed  by  the  Board  of 
Education.  The  merits  of  the  applicant  were  as  carefully 
scrutinized  as  if  she  were  being  appointed  to  a  position  as 
regular  teacher.  Each  year  there  were  appointed  from  four 
to  seven  such  persons,  the  number  of  vacancies  estimated  to 
occur  annually  in  the  teaching  force.  These  persons  were 
paid  a  salary  of  $20  or  $25  a  month,  according  to  their  prep- 
aration. 

The  general  plan  of  the  work  for  the  school  was  divided 
into  two  parts,  theory  and  practice.    Under  theory,  phm 
Halleck's  Psychology,  Baldwin's  School  Manage-  JnSntag 
ment,  Page's  Theory    and  Practice    of  Teaching  Sch001- 
were  studied   and  also   the   Course   of   Study  used   in  the 
Galesburg  schools.     Each  week  four  meetings  of  the  class 
were  held  for  recitation.     Under  practice,  each  member  of 


144  GALESBURG   PUBLIC   SCHOOLS 

the  class  had  charge  of  a  room  of  from  twenty  to  twenty- 
five  pupils  for,  at  least,  one  term ;  they  filled  the  temporary 
vacancies  caused  by  the  absence  of  the  regular  teachers  and 
assisted  in  the  different  schools  whenever  over-crowding  of 
pupils  made  such  help  necessary.  This  assistance  was  usu- 
ally limited  to  the  forenoon  session.  About  one  hundred 
pupils  were  taught  by  these  teachers  in  training,  and  in  this 
way  they  saved  the  salary  paid  them.  It  was  feared  that 
parents  would  object  to  having  their  children  thus  experi- 
mented with,  but  no  such  complaint  was  ever  made,  owing 
no  doubt  to  the  close  and  careful  supervision  of  the  work  by 
the  Training  Teacher. 

The  advantages  of  the  Training  School  were  many.  At 
Advan-  the  end  of  the  year  the  young  ladies  entered  on 
of  the  their  work  as  regular  teachers  with  some  concep- 

Training  ... 

school.  tion  of  its  meaning;  they  had  some  understanding 
of  the  Course  of  Study,  the  methods  of  instruction  and  the 
ways  of  management ;  they  had  to  some  extent  become  im- 
bued with  the  spirit  of  the  schools;  and,  above  all,  it  had 
been  discovered  what  grade  of  work  each  was  best  adapted 
by  nature  to  do,  which  in  many  cases  was  a  revelation  to  the 
teachers  themselves.  The  occasion  for  the  organization  of 
the  Training  School  was  the  introduction  of  kindergarten 
work  and  methods,  which  began  in  the  last  year  of  the 
previous  period.  The  teachers  felt  the  need  of  help  in  be- 
ginning the  Kindergarten  work,  and  some  of  them  at  their 
own  expense  took  a  course  in  the  Kindergarten  Normal. 
Miss  F.  Lilian  Taylor  was  one  of  these,  and  after  she  grad- 
uated from  the  school  she  began  to  assist  some  of  the  teach- 
ers on  Saturdays.  This  led,  in  1886,  to  the  Board's  allowing 
time  to  Miss  Taylor  to  give  lessons  in  this  work  to  such 
teachers  as  desired  it.  Her  work  was  found  to  be  so  valu- 
able that  the  Training  School  was  organized  in  1888,  with 
Miss  Taylor  as  the  Training  Teacher,  which  position  she 
continued  to  hold  through  this  period  and  in  which  she 
rendered  the  schools  great  service. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       145 

6.      METHODS. 

In  this  period  there  were  many  changes  in  the  methods 
of  teaching  most  of  the  subjects.  Reading  was  R 
considered  the  most  important  branch  of  study, 
and  in  the  first  three  grades  promotion  depended  mainly  on 
the  ability  of  the  pupil  to  read.  In  the  early  years  of  this 
period  reading  was  taught  in  the  first  grade,  or  year,  from 
Leigh's  Primer  and  a  first  reader.  Miss  Lucia  L.  Pettee 
was  the  first  teacher  to  discard  the  use  of  this  Primer  with 
its  peculiar  type  that  represented  to  some  extent  the  pho- 
netic sounds  of  the  letters,  and  to  teach  the  pupils  entirely 
from  the  blackboard  until  they  were  able  to  begin  a  first 
reader.  Gradually  the  other  teachers  of  the  first  grade 
were  given  the  same  privilege  as  they  became  convinced 
that  they  could  do  the  work  better  in  that  way  and  were 
anxious  to  try  it.  It  was  one  of  the  characteristics  of  this 
period  that,  as  a  rule,  all  changes  in  methods  of  teaching  in 
the  schools  were  brought  about  in  this  way,  that  is,  by  de- 
grees as  each  teacher  came  to  feel  that  she  could  do  the 
work  better  by  the  new  method.  The  doing  away  with 
ruled  slates  in  the  first  grades  came  about  in  the  same  way 
as  did  also  the  substitution,  in  all  the  grades,  of  paper  in 
place  of  slates.  Generally  each  teacher  was  free  to  use  her 
own  methods  so  long  as  she  succeeded  in  getting  the  work 
done.  Rarely  was  any  special  method  insisted  on.  The 
poorest  work  is  sometimes  done  according  to  the  best 
method  where  the  method  is  not  understood  by  the  teacher. 
It  was  gradually  discovered  that  the  best  way  to  teach 
children  to  read  was  to  have  them  read — read  many  books 
of  a  similar  grade ;  and  the  time-honored  custom  of  keeping 
them  an  entire  year  in  conning  over  one  reader  in  each 
grade  was  dropped,  particularly  in  the  first  three  grades; 
and  the  practice  of  giving  them  several  books  to  read  in 
place  of  one  was  adopted.  It  was  not  uncommon  for 
classes  in  the  first  grade  to  read  as  many  as  a  dozen  differ- 


146  GALESBURG   PUBLIC   SCHOOLS 

ent  books.    The  pupils  were  required  to  buy  but  one  of  these 

books,  the  others  being  supplied  by  the  Board  of  Education. 

The  Board  began  buying  books  for  this  purpose  in  De- 

suppie-        cember,  1886,  and  after  1900  one  hundred  dollars  a 

mentary 

Beading,  year  was  annually  appropriated  for  their  purchase. 
Twenty-five  copies  of  practically  all  the  best  first  readers 
published,  and  many  others  known  as  supplementary  read- 
ers for  that  grade,  were  purchased  for  the  pupils  to  read  in 
the  first  grade.  A  liberal  supply  was  also  bought  for  each 
of  the  other  grades.  In  the  upper  grades  they  were  of  a 
character  to  supplement  the  regular  work,  principally  the 
work  in  geography  and  history,  though  some  were  selected 
for  their  literary  merit  alone.  These  books  were  kept  in  the 
Superintendent's  office  and  the  teachers  sent  for  them  as 
they  were  wanted,  and  returned  them  as  soon  as  they  had 
been  read.  Thus  the  same  set  of  readers  was  read  by  as 
many  as  a  half  dozen  different  classes  in  one  year.  It  was 
remarkable  how  long  these  books,  which  were  the  property 
of  the  Board  and  cared  for  by  the  teachers,  lasted.  A  set  of 
supplementary  readers  would  last  from  three  to  ten  years; 
and  would  be  read  by  twenty  to  thirty  different  classes, — 
which  is  certainly  one  good  reason  for  district  ownership  of 
schoolbooks. 

During  this  period  it  was  the  custom  of  the  Superintend- 
ent to  hear  the  pupils  read  when  they  completed  a  grade. 

For  some  years,  beginning  with  1900,  the  pupils  of  each 
room  were  required  to  memorize  one  poem  each  month  as 
a  part  of  their  reading. 

The  treatment  of  arithmetic  underwent  quite  a  change 
Arith-  *n  tms  period.  The  former  method  which  had 
me«c.  been  used  from  time  immemorial  was  to  treat  each 
division  of  the  subject  by  itself  and  to  hold  the  pupils  on  it 
until  they  were  thought  to  have  mastered  it.  For  example, 
the  fourth  year  was  devoted  entirely  to  the  fundamental 
rules,  the  fifth  year  to  fractions,  the  sixth  year  to  decimals 
and  measurements,  the  seventh  year  to  percentage,  and  the 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       147 

eighth  year  to  the  applications  of  percentage,  square  and 
cube  root,  mensuration,  etc.  There  was  no  recognition  of 
the  fact  that  fractions  are  only  a  different  form  of  division, 
and  percentage  another  form  of  fractions,  and  that  each  is 
made  up,  as  it  were,  of  a  series  of  layers  increasing  in  de- 
grees of  difficulty  and  capable  of  being  adapted  to  the  de- 
veloping capacity  of  the  child ;  or,  in  other  words,  there  was 
no  attempt  to  present  the  simplest  elements  of  these  sub- 
divisions to  the  child  when  he  began  the  study  of  arithme- 
tic and  to  advance  him  in  them  step  by  step  as  his  mind 
developed.  He  was  required  to  understand  all  of  one  sub- 
division before  he  was  given  the  simplest  elements  of  the 
next.  Mastery  of  each  topic  was  expected  to  be  gained  by 
working  a  great  number  of  examples  and  problems  accord- 
ing to  the  sample  carefully  worked  out  and  placed  at  the 
beginning  of  the  topic;  and  the  numbers  used  in  most  of 
these  examples  and  problems  were  far  beyond  the  compre- 
hension of  the  pupils.  Thus  the  tendency  of  the  work  in 
arithmetic  was  to  develop  the  powers  of  imitation  in  the 
child  rather  than  his  reasoning  faculties.  This  tendency 
was  still  further  increased  by  the  conditions  given  in  most 
of  the  problems,  these  being  beyond  the  experience  of  the 
pupil.  The  universal  criticism  on  the  teaching  of  arithmetic 
had  been  for  years  that  the  results  did  not  justify  the  time 
given  to  the  subject,  that  at  the  best  most  pupils  learned 
only  to  juggle  with  figures.  To  Professor  Frank  H.  Hall 
is  due  the  credit  of  being  the  first  to  break  away  from  this 
traditional  treatment  of  arithmetic  and  to  write  a  series  of 
books  on  an  entirely  new  plan,  named  by  him  the  "Spiral 
Method,"  in  which  arithmetic  was  treated  as  a  unit  and  not 
as  composed  of  a  number  of  independent  parts.  He  sim- 
plified the  numbers  used,  brought  the  conditions  of  the 
problems  within  the  range  of  the  child's  experience,  and  dis- 
carded the  plan  of  arranging  the  examples  and  problems  in 
groups  according  to  the  method  of  solving  them,  with  an 
example  of  each  worked  out  as  a  sample  to  be  followed. 


148  GALESBURG   PUBLIC   SCHOOLS 

Thus  he  made  the  treatment  of  the  subject  one  that  would 
naturally  tend  to  develop  thought  processes  rather  than  to 
acquire  the  ability  of  juggling  with  figures.  That  the 
method,  where  it  is  strictly  followed,  is  a  great  improve- 
ment on  the  old  there  can  be  no  doubt,  if  the  aim  in  arith- 
metic be  to  teach  the  pupils  to  think  in  numbers.  So  radical  a 
change, — any  change  for  that  matter, — would  naturally  meet 
with  some  opposition,  especially  from  those  who  attempted 
to  do  the  impossible,  namely,  to  teach  the  new  books  by  the 
old  method.  Such  was  the  experience  in  the  Galesburg 
schools  when  the  Hall  arithmetics  were  adopted  in  1901. 
In  1885  there  was  a  language  book  in  the  sixth  and 
seventh  grades,  and  a  grammar  in  the  eighth,  the 
language  work  in  the  other  five  grades  being  done 
orally.  There  was  at  that  time  practically  no  graduation  in 
this  oral  work,  it  fteing  much  the  same  in  all  the  grades.  As 
a  result  the  work  was  unsatisfactory  to  the  teachers  and 
without  interest  to  the  pupils.  In  1886  a  definite  outline  for 
the  oral  work  in  language  was  prepared  and  printed.  This 
outline  was  not  made  by  the  Superintendent  but  by  the 
teachers.  It  was  prepared  in  this  way.  The  teachers  of  the 
first  grade  were  called  together,  and  they  agreed  on  certain 
language  facts  that  naturally  came  in  their  grade  and  which 
they  thought  could  be  easily  taught.  These  facts  they  were 
more  than  willing  to  undertake  to  teach.  The  teachers  of 
the  second  grade  were  then  asked  to  meet  and  were  given 
the  language  facts  the  teachers  of  the  first  grade  proposed 
to  teach.  They  were  requested  to  add  such  additional  facts 
as  came  naturally  in  their  grade  and  were  in  their  opinion 
within  the  range  of  the  pupils'  understanding.  For  the 
teaching  of  these  facts  the  teachers  of  the  second  grade  will- 
ingly agreed  to  be  responsible.  In  this  way  the  work  for 
each  of  the  other  grades  was  determined.  Six  of  the  best 
language  books  then  published  were  selected  and  carefully 
examined  to  find  the  page  where  any  of  the  language  facts 
in  the  proposed  course  of  study  were  treated.  The  appro- 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       149 

priate  reference  was  printed  below  each  fact  given  in  the 
outline.  A  set  of  these  books  was  purchased  by  the  Board 
for  each  teacher  and  placed  on  her  desk.  By  referring  to 
these  books  the  teachers  could  see  how  each  fact  was  pre- 
sented by  one  skilled  in  the  teaching  of  language.  This 
outline  for  oral  language  work  was  a  great  success  from 
the  first,  and  it  may  be  found,  slightly  modified,  in  the 
course  of  study  in  use  at  the  close  of  this  period.  In  1894 
a  carefully  arranged  and  detailed  course  in  composition  was 
added  to  each  grade.  It  consisted  of  exercises  in  dictation, 
reproduction,  invention  (a  story  suggested  by  a  picture), 
description  and  letter-writing,  with  references  to  selections 
well  adapted  to  each  purpose,  that  could  be  found  in  the 
readers  used.  One  exercise  in  each  of  these  forms  of  com- 
position was  required  every  month  from  each  pupil. 

In  the  first  part  of  this  period  four  years  were  given  to 
geography  beginning  with  the  fourth   grade,  and 
history  was   begun   and  completed  in  the  eighth   and" 
year.     Later  this   was  considered  to  be  too  much 
time  for   geography  and  not  enough  for   history.     In  1897 
the  primary  geography  was  placed  in  the  fourth  grade  and 
the  advanced  geography  in  the  fifth  and  sixth  grades,  to  be 
reviewed  in  the  last  half  of  the  eighth  grade.    At  the  same 
time  a  grammar  school  history  was  placed  in  the  seventh 
and  eighth  grades.    As  early  as  1889,  a  primary  history  was 
introduced  in  the  fourth  grade  to  be  read  as  a  supplementary 
reader,  the  books  being  furnished  by  the  Board  of  Educa- 
tion. 

At  the  beginning  of  this  period  a  spelling  book  was  used 
only  in  the  seventh  and  eighth  grades,  spelling  in 
the  other  grades  being  taught  incidentally  from 
the  other  text-books;  particularly  from   the   readers.     In 
December,   1886,   Sheldon's  Word  Study,  a  spelling  book, 
was  introduced  in  the  schools  on  the  recommendation  of  the 
Text-book  Committee.  It  was  placed  in  all  the  grades  above 
the  third.    The  teachers  worked  faithfully  to  teach  spelling 


ISO  GALESBURG   PUBLIC    SCHOOLS 

from  this  book,  but  it  was  never  a  success.  It  was  allowed 
gradually  to  drop  out  of  the  lower  grades,  but  it  was  con- 
tinued in  the  seventh  and  eighth  grades  until  1899.  In  that 
year  a  new  method  of  teaching  this  subject  was  begun. 
The  pupils  of  each  grade  were  required  to  find  for  them- 
selves the  misspelled  words  in  all  their  written  work.  These 
words  were  placed  on  the  blackboard  where  they  remained 
for  one  week,  being  used  for  lessons  in  spelling.  At  the  end 
of  the  week  each  teacher  selected  from  the  list  in  her  room 
ten  words  that  she  considered  as  the  most  common  to  the 
grade.  From  these  lists  of  words  sent  in  by  the  different 
teachers  of  each  grade,  fifty  words  were  selected  and  given 
to  all  the  rooms  of  the  same  grade  for  a  competitive  test  in 
spelling.  This  method  brought  to  bear  on  the  words  which 
the  children  used  and  frequently  misspelled  the  drill  of  the 
spelling  book  and  the  competition  of  the  old-time  spelling 
school.  In  the  opinion  of  many  teachers  better  results  in 
spelling  were  obtained  by  this  method  than  by  any  other. 
In  the  course  of  five  years  each  grade  had  thus  secured  a 
list  of  about  a  thousand  words,  which  was  then  printed  by 
the  Board  and  one  copy  was  given  free  to  each  pupil  when 
he  began  the  grade.  There  are  many  advantages  in  thus 
having  in  each  grade  a  spelling  book  containing  only  the 
words  to  be  mastered  in  that  grade.  At  the  close  of  this 
period  spelling  was  taught  in  the  first  five  grades  of  the 
schools  according  to  this  method.  In  1905  a  spelling  book 
was  again  placed  in  the  three  upper  grades. 

Mr.  G.  H.  Bridge  was  the  teacher  of  penmanship  in  all 
Penman-  tne  grades  until  the  opening  of  schools  in  Septem- 
ship.  ker>  1896^  when  all  his  time  was  required  to  teach 

manual  training  and  bookkeeping  in  the  High  School. 
At  that  time  vertical  writing,  which  had  been  adopted  by 
most  of  the  schools  in  the  country,  was  introduced  in  the 
Galesburg  schools.  A  system  of  copy  books,  something  not 
known  in  the  schools  for  fifteen  years,  was  also  adopted. 
While  it  is  generally  conceded  that  the  handwriting  of  a 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       151 

pupil  is  formed  by  the  writing  he  does  in  his  daily  work, 
copy  books  are  needed  where  no  special  teacher  of  pen- 
manship is  employed,  in  order  that  the  pupil  may  have  a 
standard  by  which  to  judge  his  writing  and  correct  his  er- 
rors as  they  appear  before  they  become  confirmed  by  habit. 
There  was  of  course  always  some  opposition  to  vertical 
writing,  and,  in  1907,  a  modified  system,  in  which  a  letter 
nearly  vertical  was  used  in  the  primary  grades  and  one  with 
a  modified  slant  in  the  advanced  grades,  was  adoptedj 
There  was  no  special  teacher  of  penmanship  in  the  schools 
from  1896  to  the  close  of  this  period. 

There  was  no  year  in  this    period    in  which  a  definite 
amount   of    physiology    and    hygiene    was    not 
taught  somewhere    in    the    grades.     Previous  to 


1894,  a  primary  physiology  was  read  in  the  fifth 
grade  as  a  supplementary  reader.  From  that  date  to  1898, 
when  the  present  law  regulating  the  teaching  of  physiology 
and  hygiene  went  into  effect,  a  primary  work  on  the  sub- 
ject was  studied  in  the  eighth  grade  in  addition  to  the  book 
read  in  the  fifth  grade.  After  1898  the  subject  was  taught 
as  required  by  the  state  law. 

A  rather  full  outline  calling  for  oral  instruction  in  phys- 
iology, botany,  zoology  and  physics,  was  a  part  of  Nature 
the  course  of  study  at  the  close  of  the  previous  stud*f- 
period  ;  but  it  had  proved  unsatisfactory  and  it  was  not  gen- 
erally followed  by  the  teachers.  However  much  children 
may  enjoy  nature,  its  classified  facts  do  not  interest  them. 
In  the  early  '90's  an  earnest  effort  was  made  to  teach  what 
was  then  known  as  nature  study,  that  is,  to  have  the  pupils 
learn  to  recognize  at  all  seasons  of  the  year  the  different 
trees  and  shrubs  they  daily  see,  the  flowers  in  the  home  and 
by  the  wayside,  the  birds  as  they  come  and  go,  the  animals, 
wild  and  tame,  the  changes  of  the  sun  and  moon,  the  wind 
and  sky  that  make  the  weather  of  the  day  and  the  seasons 
of  the  year,  etc.,  etc.  A  full  outline  of  this  kind  of  work  was 
prepared,  printed  and  placed  in  the  schools.  This  outline  of 


152  GALESBURG   PUBLIC   SCHOOLS 

nature  study  may  be  found  in  the  Report  of  1898.  At  first 
the  results  appeared  to  be  good,  but  within  five  years,  save 
in  exceptional  cases,  it  had  lost  its  grip  on  the  schools  al- 
most as  completely  as  the  classified  facts  of  science  which 
it  had  been  designed  to  supplant.  Any  work  to  be  done 
successfully  in  the  schools  must  be  with  the  aid  of  a  text- 
book or  in  the  hands  of  a  special  teacher,  or  supervisor. 

7.      THE  TEACHERS  AND   MEANS  FOR  THEIR  IMPROVEMENT. 

There  is  a  provision  in  the  rules  of  the  Board  of  Educa- 
Teachers'  tion  *or  holding  Teachers'  Meetings  once  a  month 
Meeting^.  on  p^ay  afternoons  at  3 :30  o'clock.  At  times  it 
was  thought  best,  for  various  reasons,  not  to  have  these 
meetings  every  month.  There  were  years  in  this  period 
when  not  more  than  two  such  meetings  were  held  in  a  term. 
The  object  sought  to  be  accomplished  in  these  meetings 
was  to  spread  the  good,  to  make  it  become  contagious,  to 
foster  unity  in  the  work  and  harmony  among  the  workers, 
to  broaden  the  conception  of  the  teacher's  work,  to  develop 
a  professional  and  public  spirit,  and  above  all  to  create  an 
atmosphere  in  the  schools  that  would  be  congenial  alike  to 
pupils  and  teachers,  and  thus  to  bring  about  the  proper  at- 
titude on  the  part  of  both, — the  aim  in  all  being  to  increase 
the  efficiency  of  the  schools.  At  these  general  meetings,  in 
addition  to  the  Superintendent's  outlining  the  general  pol- 
icy of  the  schools  and  discussing  such  principles  and  meth- 
ods as  were  applicable  to  all  grades  of  work,  the  program 
frequently  contained  other  features,  some  of  which  are 
mentioned  here. 

At  different  times  some  professional  book  was  selected 

and  made  the  subject  of  the  year's  study  by  the 

«on£T        teachers.    The  method  pursued  was  to  have  each 

studied        teacher  buy  a  copy  of  the  book  and  read   it   care- 

MeXtaS.     fu%-    At  ea°h  °f  tne  monthly  meetings  a  chapter 

or  section  of  the  book    would    be  reviewed  by  a 

teacher  previously  appointed  for  that   purpose,  and  a  gen- 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       153 

eral  discussion  would  frequently  follow.  In  this  way  the 
Principles  and  Practice  of  Teaching,  by  James  Johonnot, 
was  studied  in  1886;  Compayre's  History  of  Pedagogy,  by 
W.  H.  Payne,  in  1889;  Quick's  Educational  Reformers,  in 
1891;  School  Management,  by  Emerson  E.  White,  in  1894; 
Kidd's  Social  Evolution,  in  1895 ;  Report  of  the  Committee 
of  Fifteen  on  the  Educational  Values  of  the  Common 
Branches,  in  1896;  The  Critical  Period  of  American  His- 
tory, by  John  Fiske,  in  1898;  Teaching  the  Language- Arts, 
by  B.  A.  Hinsdale,  in  1900;  The  Art  of  Study,  by  B.  A.  Hins- 
dale,  in  1902;  and  The  Basis  of  Practical  Teaching,  by  E.  B. 
Bryan,  in  1907.  Other  professional  books  when  they  were 
first  issued  were  made  the  subject  of  one  meeting. 

The  year  1908  was  devoted  to  the  study  of  the  different 
educational  theories  and  systems  that  have  largely  in- 
fluenced the  history  of  the  world.  Each  system  was  as- 
signed to  some  teacher  who  would  give  an  explanation  and 
history  of  it,  after  which  a  general  discussion  would  usually 
follow.  This  feature  of  the  monthly  meetings  frequently 
proved  to  be  interesting  and  certainly  did  much  to  enlarge 
the  educational  conceptions  of  the  teachers. 

Another  annual  feature  which  was  interesting  and  help- 
ful was  the  reports  given  by  those  who  attended 
the  national  and  state  associations,  of  the  principal 
discussions  held  at  these  educational  meetings. 
Not  less  interesting  and  instructive  were  the  re- 
ports  given  by  the  teachers  of  what  they  had  seen 
and  learned  while  visiting  other  schools. 

In  the  year  1905  the  teachers  of  each  school  furnished 
the  second  part  of  the  program  for  one  of  these 

Program 

general  meetings.     In  two  instances  the  teachers  Furnished 
assembled  at  the  ward  schools,  the  Weston  and  ferent 
the  Bateman.    With  the   exception   of   the    High 
School,  when  the  Principal,  Mr.  F.  D.  Thomson,  gave  the 
address,  and  the  Weston  School,  when  Miss  Johanna  Lind 


154  GALESBURG   PUBLIC   SCHOOLS 

gave  readings  and  there  were  piano  solos  by  Miss  Lillian 
Lindquist  and  Miss  Edith  Tryner,  each  school  imported  a 
speaker  for  the  occasion.  The  teachers  of  the  Churchill 
School  had  Dr.  C.  A.  Vincent  ;  the  Hitchcock  School,  Dr.  W. 
Hamilton  Spence  ;  the  Central  School,  Dr.  L.  B.  Fisher  ;  the 
Douglas  and  Cooke  schools,  which  united,  Professor  Stans-: 
bury  Norse  ;  and  the  Bateman  School,  Mrs.  G.  W.  Thomp- 
son, a  member  of  the  Board  of  Education.  One  of  the  novel 
features  of  the  meetings  was  the  serving  of  refreshments  by 
the  different  schools.  These  added  much  to  the  sociability  of 
the  occasions.  The  teachers  were  never  so  well  acquainted 
with  one  another  as  they  were  that  year. 

A  number  of  teachers  visited  Europe  in  the  summer  of 

1910,  and  the  teachers  in  the  following  school  year 
ing  AC-  had  the  pleasure  of  taking  a  most  delightful  trip 
journeys  through  Greece  with  Miss  Marian  Nelson,  one 

through  Italy  with  Miss  Alice  Bergland,  and  one 
through  the  art  galleries  of  Europe  with  Miss  Ida  Glenn. 
Miss  Myra  H.  Patch  also  gave  a  most  excellent  account  of 
the  meeting  of  the  National  Educational  Association  that 
year  in  Boston.  These  four  papers  were  read  at  as  many 
meetings  held  that  year  and,  in  addition  to  the  interesting 
information  they  contained,  they  were  veritable  literary 
treats.  Whenever  the  teachers  took  part  on  the  program  by 
reviewing  a  chapter  or  a  book  of  pedagogy,  by  giving  an  ac- 
count of  a  meeting  they  had  attended,  a  school  they  had 
visited,  or  a  trip  they  had  taken,  they  spared  no  labor  in 
making  the  presentation  of  their  subject  worthy  of  the  time 
and  attention  of  any  audience. 

Dr.  Richard  Edwards,  Henry  Raab,  J.  H.  Freeman,  Al- 

fred Bayliss  and  Francis  G.  Blair,  each  while  he 
Addresses  was  State  Superintendent  of  Public  Instruction, 

by  Ppomi— 

-    addressed  the  teachers  at  one  of  these  meetings. 


the&tate.     In  the  school  year  of  1904-05,  Dr.  John  W.  Cooke, 
President  of  the  Northern  Illinois   Normal,  Mr. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       155 

John  W.  Henninger,  Principal  of  the  Western  Illinois  Nor- 
mal, Dr.  Livingston  C.  Lord,  President  of  the  Eastern  Illi- 
nois Normal,  and  Mr.  David  Felmley,  President  of  the  State 
Normal  University,  favored  the  teachers  with  addresses 
that  would  have  been  worth  attending  a  State  Association 
to  hear.  In  April,  1902,  Enoch  A.  Gastman,  Superintendent 
of  Decatur  Schools,  gave  a  talk  on  the  "Public  Schools  of 
the  Early  Days."  In  1903-04,  J.  H.  Collins,  Superintendent 
of  the  Springfield  Schools,  N.  C.  Dougherty,  Superintendent 
of  the  Peoria  Schools,  and  J.  B.  Stableton,  Superintendent 
of  the  Bloomington  Schools,  addressed  the  teachers  on  some 
of  the  problems  involved  in  the  daily  work  of  the  schools. 

Some  of  the  best  addresses  delivered  at  these  meetings 
were  by  the  ministers  of  the  city.  In  1887,  Dr.  A.  Addregses 
R.  Thain,  pastor  of  the  old  First  Church,  gave  an  pastors  of 
address  on  the  "Education  of  the  Will ;"  in  1888,  the  citr- 
Rev.  J.  W.  Bradshaw,  pastor  of  the  First  Congregational 
Church,  on  "What  Manner  of  Child  Shall  This  Be;"  in 
1890,  Dr.  John  Hood,  pastor  of  the  Presbyterian  Church,  on 
"What  Makes  the  Successful  Teacher;"  and  Rev.  H.  A. 
Bushnell,  pastor  of  the  First  Congregational  Church,  on 
"Criticism."  In  1891,  Dr.  J.  M.  Sturtevant,  pastor  of  the 
old  First  Church,  delivered  an  address  on  "Surnames,"  and 
Rev.  E.  J.  Chaffee,  pastor  of  the  Universalist  Church,  on 
"Habit  in  Education."  In  1892,  Dr.  C.  W.  Blodgett, 
pastor  of  the  Methodist  Church,  addressed  the  teachers  and 
the  pupils  of  the  schools  in  the  Court  House  Park  on  Colum- 
bus day.  In  1897,  Rev.  W.  H.  Geistweit,  pastor  of  the  Bap- 
tist Church,  addressed  the  teachers  on  the  "Personality, 
Sympathy,  Consciousness  and  Character  of  the  Teacher." 
In  1909-10,  the  following  ministers  addressed  the  teachers: 
Rev.  J.  M.  Maxon,  rector  of  Grace  Episcopal  Church,  on 
"Some  Ideals  in  Child  Training;"  Rev.  J.  P.  Huget,  pastor 
of  the  Central  Church,  on  the  "Practical  Value  of  the 
Ideal ;"  Dr.  Stuart  M.  Campbell,  pastor  of  the  Presbyterian 
Church,  on  the  "Four  Great  Influences  in  Society;"  Dr.  S. 


156  GALESBURG   PUBLIC   SCHOOLS 

Van  Pelt,  pastor  of  the  Methodist  Church,  on  "The  Founda- 
tion of  the  State  in  the  Education  of  its  Youth." 

Two  especially  practical    and    helpful    addresses  were 

given  by  physicians;  one  by  Dr.  L.  R.  Ryan  in 

Addresses     1894^  Qn  «The  Abuse  of  the  Eyes/'  and  the  other 


HOW 
to  Meet  Them." 

Other  speakers  who    addressed    these    meetings    were 

George  P.  Brown,  editor  of  the  Illinois  School  Jour- 
speakers  nsil,  m  1890;  Matthew  Andrews,  County  Superin- 

tendent  of  Schools  of  Knox  County,  in  1892;  Dr. 

Pick>  on  the  "Cultivation  of  the  Memory,"  in  1894; 

Mrs.  Martha  H.  Read,  member  of  the  Board  of  Ed- 
ucation, in  1895,  on  the  "Formation  of  an  Anti-Cigarette 
League,"  which  was  organized  and  flourished  for  several 
years  ;  Miss  M.  Evelyn  Strong,  member  of  the  Board  of  Ed- 
ucation, on  "Nature  Study,"  in  1896  ;  Congressman  Geo.  W. 
Prince,  on  "The  Method  by  which  a  Measure  Becomes  a 
Law,"  in  1899;  Dr.  J.  V.  N.  Standish,  on  "Beautifying  the 
City,"  in  1902  ;  James  Speed,  on  "Nature  Study,"  in  1907  ; 
and  Dr.  Thomas  McClelland,  President  of  Knox  College,  on 
"The  Relation  of  the  College  to  the  Public  Schools,"  in 
1909. 

In  1896-7,  through  the  courtesy  of  Dr.  John  H.  Finley, 

President  of  Knox  College,  and  the    liberality  of 

Extension    the   Board    of   Education,   the   teachers    enjoyed, 

res*      without  charge,  a  course  of  University  Extension 

Lectures.     These  lectures  were  given  in  the  study  hall  of 

the  High  School. 

Some  of  the  most  helpful  work  was  done  in  the  grade 
Grade  meetings.  Beginning  in  1887,  one  or  more  series 
Meetings.  of  gracie  meetings  were  held  each  year  during  this 
period.  They  frequently  took  the  place  of  the  general 
meetings.  All  the  teachers  of  a  grade  would  come  together 
at  4  p.  m.  on  a  school  day  in  the  office  of  the  Superintendent, 
to  talk  over  the  work  of  that  particular  grade.  When  a  new 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       157 

book  was  introduced  it  would  be  gone  over  in  these  meet- 
ings. The  changes  in  the  course  of  study  were  suggested 
and  discussed  there.  The  most  helpful  form  of  these  meet- 
ings was  when  all  the  teachers  of  a  grade,  excepting  one, 
closed  their  schools  for  a  half  day  and  visited  that  teacher 
at  work.  At  the  close  of  the  sessions  the  teachers  would  re- 
main and  discuss  what  they  had  seen  and  heard.  Such 
meetings  were  not  popular  with  the  teachers  whose  rooms 
were  thus  visited,  on  account  of  the  strain  imposed  upon 
them  ;  and  for  this  reason  not  so  many  of  these  meetings  as 
were  desirable  were  held.  In  these  general  and  grade 
meetings  the  spirit  and  tone  that  characterized  the  schools 
of  this  period  were  formed. 

The  Teachers'  Library,  which  was  designed  to  consist  of 
only  professional  books  and  which  now  numbers  Teacherg, 
over  three  hundred  volumes,  was  begun  in  1894  Library- 
by  each  teacher  contributing  fifty  cents  for  that  purpose. 
After  that  date  it  was  the  custom  to  make  this  contribution 
annually.  Some  years  it  was  reduced  to  twenty-five  cents, 
and  in  some  years  the  money  was  used  to  pay  the  traveling 
expenses  of  the  speakers  who  addressed  the  teachers.  In 
this  way  the  teachers,  at  a  small  expense,  had  the  oppor- 
tunity of  reading  and  consulting  the  latest  educational 
works,  something  which  every  teacher  who  does  not  wish  to 
grow  out  of  date  in  the  profession  ought  to  do.  The  library 
was  always  kept  in  the  office  of  the  Superintendent  of 
Schools. 

The  Central  Illinois  Teachers'  Association,  which  was 
the  first  of  the  five  great  sectional  associations  of 
the  state  to  be  organized,  held  its  fourth  annual 
meeting  in  Galesburg,  in  March,  1888.   When  this 


Association  met  here  the  second  time,  in  1896,  over 
one  thousand  teachers  attended,  which  at  that  date  was  the 
largest  educational  meeting  that  had  ever  been  held  in  the 
state.    This  Association  met  for  the  third  time  in  Galesburg 
in  1907. 


158  GALESBURG   PUBLIC    SCHOOLS 

The  Military  Tract  Educational  Association  was  organ- 
Military       ized  in  Galesburg,  in  October,  1908,  and  held  its 

Tract  Ed-  . 

ucationai     first  two  annual  meetings  here  with  an  attendance 
tion.  of  about  a  thousand  teachers  at  each  meeting. 

8.      PUPILS  AND  THEIR  SPECIAL  ACTIVITIES. 

There   is   no  more   important   feature   in   a   system   of 
Method       schools   than   the   method   of   promoting   pupils. 


Premature  promotions  have  wrecked  the  scholar- 
ship  and  even  the  education  of  many  pupils,  and 
yet  more  pupils  have  left  school  and  grown  up  in  compara- 
tive ignorance  on  account  of  being  denied  promotion  than 
from  any  other  cause.  Holding  one  child  back  in  his  grade 
may  be  the  making  of  him,  while  the  same  treatment  of  an- 
other may  be  his  ruination.  Rules  for  promotion  should  be 
flexible  and  used  with  the  greatest  judgment.  Prior  to  1890 
all  promotions  were  determined  by  a  final  examination  com- 
bined with  the  standing  of  the  pupil  for  the  year.  After  that 
date  a  pupil  who  received  each  month  in  the  year  a  card 
marked  "excellent"  or  "good"  in  both  scholarship  and  de- 
portment and  who  was  not  absent  more  than  ten  days  in  the 
year,  was  promoted  without  an  examination.  Certainly  a 
pupil  who  does  good  work  throughout  the  year  should  be 
promoted  when  the  work  of  the  grade  is  completed.  When 
a  pupil  failed  to  be  promoted  by  his  daily  work  or  by  his 
examination,  he  might  even  then  be  advanced  if,  in  the 
judgment  of  his  teacher,  it  was  thought  best.  In  exercising 
this  judgment  the  grade,  the  previous  opportunities,  the 
ability  to  do  part  of  the  work,  the  age  and  size  of  the  pupil, 
and  the  probable  length  of  time  he  would  remain  in  school, 
were  some  of  the  things  considered. 

At  the  close  of  the  school  year  the  High  School  always 

Exhibits     kad  *ts  graduation  day,  which  was  a  great  event 

of  school     to  the  pupils  of  the  school  and  made  an  appropri- 

ate ending  of   the  year's    work;    but  the    graded 

schools  had  no  such  exercises,  nothing,  in  fact,  to  give  env 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       159 

phasis  and  significance  to  the  event — schools  simply  closed 
a  little  earlier  that  day  and  the  pupils  went  home.  Begin- 
ning with  1892,  an  effort  was  made  to  make  the  closing  of 
the  school  year  an  important  event  to  the  pupils  of  the 
grades,  to  have  them  leave  their  schoolrooms  with  the  con- 
sciousness of  having  accomplished  something  during  the 
year  that  had  ended.  This  was  done  by  having  an  exhibi- 
tion in  every  room  of  the  best  work  done  by  each  pupil 
during  the  year,  this  work  having  been  preserved  from  time 
to  time  by  the  teacher.  On  the  last  day  of  school  the  par- 
ents were  especially  invited  to  come  and  inspect  the  work. 
Many  parents  took  advantage  of  these  occasions  and  went 
home  feeling  that  the  money  spent  and  the  sacrifices  made 
had  been  worth  while.  The  pupils  were  also  greatly  bene- 
fited by  seeing  not  only  what  progress  they  had  made  bat 
what  others  had  done  and  what  they  themselves  should 
make  as  they  advanced  from  grade  to  grade.  If  the  work 
exhibited  on  these  occasions  had  not  been  samples  of  the 
best  daily  work,  but  had  been  done  especially  for  the  exhi- 
bition, then  it  would  have  been  of  little  value. 

With  the  introduction  of  drawing,  or  art  work,  in   1891, 
there  came  the  desire  on  the  part  of  the  teachers 
to  decorate  the    schoolrooms  and    halls    of  their  Entertain- 

,      ...  ,.  ,     .  ..  mentis. 

buildings;  and  in  a  few  years  there  was  not  a 
schoolroom  or  a  hall  in  any  of  the  schools  that  had  not 
some  decorations,  many  of  the  pictures  being  expensive  as 
well  as  beautiful.  Of  the  ten  schools  in  the  city,  eight  have 
one  or  two  pianos  of  their  own.  and  with  one  exception 
these  were  all  purchased  in  this  period.  None  of  these 
pictures  and  pianos  cost  the  Board  of  Education  one  dollar. 
They  were  secured  through  the  efforts  of  the  teachers  and 
pupils  by  means  of  school  entertainments,  given  by  the  pu- 
pils themselves.  Nothing  does  more  to  bring  teachers  and 
pupils  and  parents  together  in  friendly  and  sympathetic  re- 
lations than  a  school  entertainment  properly  conducted. 
When  money  obtained  from  a  school  entertainment  is  used 


160  GALESBURG   PUBLIC   SCHOOLS 

for  purchasing  a  picture,  a  piano  or  books  for  the  school,  or 
flowers  and  shrubbery  for  the  school  grounds,  point  and  sig- 
nificance are  given  to  the  enterprise.  Moreover,  nothing 
adds  so  much  to  the  pupils'  appreciation  and  enjoyment  of 
such  things  as  the  feeling  that  they  themselves  had  a  part 
in  securing  them.  School  entertainments  of  course,  like  all 
good  things,  may  be  overdone,  but  such  is  not  often  the 
case.  Time  spent  in  teaching  pupils  to  work  together,  to 
play  together  for  that  matter,  with  the  view  of  accomplish- 
ing a  worthy  end,  is  generally  not  time  misspent.  If  there 
were  more  things  connected  with  school  life  to-day,  in 
which  the  children  could  see  the  object  to  be  accomplished 
by  the  work  required,  it  would  be  better. 

Thanksgiving  day,  Decoration  day,  Washington's  birth- 
day and  Lincoln's    birthday    were    generally  ob- 

Teaching  J  J 

Patriot-  served  in  the  different  rooms  with  appropriate  ex- 
ercises. On  Decoration  day  in  each  year  several 
hundred  of  the  school  children  would  assemble  on  the 
Churchill  School  grounds  in  the  afternoon,  and  join  in  the 
procession  to  the  cemetery,  under  the  escort  of  the  Super- 
intendent of  Schools  and  members  of  the  Board  of  Educa- 
tion ;  and  there  they  strewed  the  graves  of  the  soldiers  with 
flowers.  For  the  last  few  years  members  of  the  Grand 
Army  of  the  Republic  visited  the  different  schools  on  the 
day  before  Decoration  day,  and  talked  entertainingly  on 
patriotic  subjects.  In  addition  to  these  exercises  which  came 
every  year,  other  notable  historical  events  were  celebrated 
as  they  occurred. 

On  April  30,  1889,  the  one  hundredth  anniversary  of 
the  adoption  of  the  Constitution,  exercises  commemorating 
the  event  were  held  in  each  school ;  and  the  Board  of  Edu- 
cation presented  each  pupil  with  a  book-mark  as  a  souvenir, 
on  one  side  of  which  was  a  picture  of  the  first  President,  to- 
gether with  the  first  stanza  of  Whittier's  Centennial  Hymn 
and  the  name  of  the  pupil ;  on  the  reverse  side  was  printed 
the  Preamble  of  the  Constitution. 


C) 

%.  f 


ACT   N.  CANCE 


^oi 


FIFTH   WARD 

The  Representatives  of  the  Fifth  Ward  on  the  Board  of  Education 
since  its   First   Organization   in   June,   1861. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       161 

Columbus  day,  October  12,  1892,  the  400th  anniver- 
sary of  the  discovery  of  America,  was  observed  by  each 
school.  Each  building  was  handsomely  decorated  with  flags 
and  bunting.  Portraits  of  Columbus,  Washington  and  other 
heroes  were  stenciled  or  drawn  on  the  blackboards,  graphic 
representations  of  the  voyages  and  events  in  the  life  of 
Columbus  were  also  placed  on  the  boards  in  colors,  as  were 
the  extent  and  importance  of  his  discoveries.  After  suitable 
programs  were  given  in  each  building,  all  the  pupils  of  the 
schools  assembled  by  rooms  and  buildings  in  the  park  north 
of  the  Court  House  where  they  were  joined  by  the  pupils  of 
St.  Joseph's  Academy  and  the  students  of  Knox  and  Lom- 
bard Colleges.  Here  the  Rev.  C.  W.  Blodgett  delivered  the 
address  of  the  day. 

When  the  State  Encampment  of  the  G.  A.  R.  first  met 
in  Galesburg,  April,  1897,  all  the  pupils  of  the  schools  were 
brought  together  by  schools  on  the  grounds  east  of  the 
school  buildings  on  South  Broad  street,  where  elevated 
seats  had  been  provided  for  them  by  the  Board  of  Educa- 
tion, and  where  they  sang  war  songs  and  waved  Old  Glory 
as  the  veterans  marched  by.  Each  pupil  wore  a  beautiful 
badge  presented  him  by  his  teacher  as  a  souvenir  of  the  oc- 
casion. When  the  Encampment  met  in  Galesburg  for  the 
second  time  in  May,  1906,  a  similar  greeting  was  given  the 
"soldier  boys,"  but  on  a  more  elaborate  scale.  A  stand  was 
erected  on  Broad  street  in  front  of  the  High  School  build- 
ing, where  over  a  thousand  pupils  were  formed  into  a  living 
flag  by  each  pupil  wearing  a  cape  and  cap  of  the  proper 
color.  Each  pupil  was  furnished  with  a  flag,  and  as  the 
soldiers  marched  by,  they  all  waved  these  flags  and  sang  the 
war  songs  of  '61  and  '65.  It  was  the  event  of  the  encamp- 
ment, thoroughly  appreciated  by  the  veterans  and  greatly 
enjoyed  by  the  pupils  and  the  citizens,  who  packed  the 
grounds  in  the  immediate  vicinity  by  the  thousands. 

October  19,  1898,  was  LaFayette  day  in  the  schools  and 
appropriate  exercises  commemorating  his  life  and  the  serv- 


&2  GALESBURG   PUBLIC   SCHOOLS 

ices  which  this  man  rendered  America  were  given  in  the  dif- 
ferent schools.  A  collection  was  taken  that  day  in  the  schools 
which  went  towards  the  erection  of  a  monument  in  Paris,  to 
the  memory  of  LaFayette.  This  was  Galesburg's  part  in  a 
national  movement  of  that  day. 

The  school  children  were  reviewed  by  President  Harri- 
son in  1890,  when  he  visited  Galesburg  to  lay  the  corner 
stone  of  the  Alumni  Building  of  Knox  College,  and  again  by 
President  McKinley  with  his  Cabinet,  when  he  was  present 
at  the  anniversary  of  the  Lincoln-Douglas  Debate,  in  1899. 

When  the  Liberty  Bell  was  taken  to  the  Louisiana  Pur- 
chase Exposition  at  St.  Louis  in  1904,  the  train  was  stopped 
in  the  city  long  enough  for  all  the  school  children  to  have 
the  opportunity  of  passing  through  the  car  and  seeing  the 
Bell  whose  ringing  announced  the  adoption  of  the  Declara- 
tion of  Independence  by  the  Continental  Congress,  July  4, 
1776. 

In  1895  was  begun  the  custom  of  remembering  the  poor 
of  each  district  on  Thanksgiving  day.  On  the 
tertngthe  afternoon  of  the  day  before,  the  pupils  would 
Thank?-  bring  provisions  or  money  to  the  school  where  it 
Day1*  was  divided  and  carried  by  the  pupils  themselves 
to  the  different  homes  of  want.  The  pupils  took 
great  pleasure  in  doing  these  acts  of  kindness.  In  later 
years  the  distribution  was  made  by  the  Free  Kindergarten 
Association.  In  this  way,  no  doubt,  a  better  use  was  made 
of  what  was  contributed, — but  what  of  the  lesson  the 
children  would  learn  at  such  times  if  they  did  it  all  them- 
selves? 

When  the  Galesburg  Hospital  was    being    equipped  in 

1895,  the  pupils  were   allowed   by   the    Board    of 

children's    Education  to  give  a   penny  or   more   toward  fur- 

SoSaJ.      nishing  a  Children's  Room  in  the  hospital.     This 

collection  was  taken  annually    for    several  years 

and  it  generally  amounted  to  about  fifty  dollars. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       4^3 

In  1900  Alvin  Peterson,  a  boy  about  eight  years  old,  at- 
tending the  Lincoln  School,  was  run  over  by  a 
Santa  Fe  train  and  both  his  legs  were  cut  off  a- few  ''' 
inches  from  his  body.  He  was  taken  to  the  room 
which  the  school  children  had  furnished  in  the  1^  >  Ha 
hospital  and  there  received  every  attention.  In  a  remark- 
ably short  time  he  was  able  to  be  taken  to  his  home,  but  he 
was  a  helpless,  and  to  a  great  extent  a  dependent  child.  A 
collection  for  buying  him  artificial  limbs  was  taken  in  the 
schools.  The  amount  received  from  the  pupils  for  this  pur- 
pose was  $166.29.  The  artificial  limbs  cost  $164.39,  and  the 
boy  soon  learned  to  use  them  with  comparative  ease.  He 
was  sent  by  the  Board  of  Supervisors  to  the  Manual  Train- 
ing School  at  Glenwood,  where  he  was  learning  the  shoe- 
maker's trade  when  he  was  taken  by  his  parents  to  the 
Pacific  Coast. 

In  the  spring  of  1911  Charlie  Becker,  a  little  boy  in  the 
primary  room   of  the   Bateman   School,   was  run 

,  .  '  ,    Another 

over  by  a  street  car  on  his  way  home  from  school  Boy 

.  .  ,  Helped. 

and  lost  one  foot  by  the  accident.    His  was  a  case 
that  appealed  strongly  to  public  sympathy,  and  the  school 
children  contributed   $99.47,  by   a  collection   taken    in  the 
schools  for  his  benefit. 

The  High  School  did  many  acts  of  benevolence,  of  which 
two  will  be  mentioned  here.  In  1900  it  repeated  Benevo- 
one  of  its  entertainments,  which  netted  about  $100, 
for  the  benefit  of  the  Free  Kindergarten.  In  the 
fall  of  1909  the  teachers  of  the  High  School  gave  a  play  for 
the  benefit  of  a  kind  and  faithful  janitor  who  had  been 
rendered  helpless  by  sickness.  The  net  proceeds  amounted 
to  about  $155,  which  was  deposited  in  the  bank  to  his  credit. 

There  were  three  other  collections  taken  in  the  schools 
in    this    period;    one,  in  1893,  for   the    Children's 
Building  at  the  World's  Fair,  another,  in  1900,  for  SSuS- 
the  Galveston  sufferers,  and  the  third,  in  1902,  for 
the  McKinley  Memorial  Fund.     All    of    these    collections 


164  GALESBURG   PUBLIC   SCHOOLS 

were  authorized  by  the   Board   of   Education   before  they 
were  taken. 

The  first  time  in  this  period  that  the  schools  took  part  in 

a  national  exhibition  of  school  work  was  in  1887, 

ofxschooin    when  the  National  Educational  Association  met 


first  in  Chicago.  The  work  consisted  principally 
of  examination  papers  accompanied  by  printed  copies  of  the 
questions.  It  was  not  bound  in  a  substantial  manner  and 
nothing  of  it  remains  to-day.  The  second  exhibition  was 
made  at  the  World's  Fair  in  Chicago,  in  1893.  It  was  much 
more  complete.  There  were  twenty-nine  small  neatly 
bound  volumes,  one  for  each  grade  in  arithmetic,  lan- 
guage, geography,  history  and  penmanship.  Each  volume 
was  made  up  of  a  printed  outline  of  the  work  done  in  the 
grade,  a  group  picture  of  those  pupils  whose  work  had  been 
selected  from  all  the  subjects  of  that  particular  grade,  and 
pictures  of  some  of  the  school  buildings.  The  work  itself 
consisted  of  the  best  samples  of  the  actual  daily  written 
exercises  of  the  pupils  done  in  the  different  topics  of  the 
grade  during  the  fall  and  winter  terms  of  that  school  year. 
Thus  not  only  the  daily  work  of  the  schoolroom  but  sam- 
ples of  work  from  all  parts  of  the  grade  were  shown.  The 
number  of  pupils  represented  in  each  grade  was  from  fifty 
to  sixty. 

Eleven  years  later,  in  1904,  the  third  exhibition  was 
work  at  made  at  the  Louisiana  Purchase  Exposition  in  St. 
lxP^ui8  Louis.  It  was  much  more  elaborate  than  either  of 
sition.  the  other  two.  There  were  two  large  volumes 
each  of  arithmetic,  language,  spelling  and  drawing,  and  one 
each  of  geography  and  history.  The  volumes  were  substan- 
tially and  handsomely  bound.  The  aim  was  to  show  what 
was  done  by  each  grade  in  these  several  branches  and  the 
method  of  doing  it.  Every  different  topic  of  any  import- 
ance in  the  grade  was  represented  by  the  work  of  some  pu- 
pil, which  had  been  selected  from  time  to  time  during  the 
year  from  the  regular  daily  work,  and  had  been  copied  on 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       165 

the  regulation  paper  without  correction.  To  give  an  idea 
of  the  maturity  and  every  day  appearance  of  the  pupils  and 
to  add  interest  and  attractiveness  to  the  work,  the  picture 
of  each  child  was  placed  on  his  paper.  Of  the  two  large 
volumes  of  drawings  one  was  in  black  and  white  and  the 
other  in  water  colors.  The  outline  for  each  grade  and  sam- 
ples of  the  work  may  be  found  in  each  of  these  volumes. 
Photographs,  eight  by  ten  inches,  of  all  the  school  buildings 
and  of  every  room  in  each  building  with  the  pupils  at  work, 
and  graphic  representations  of  the  growth  and  methods  of 
the  schools,  were  mounted  on  cardboard,  twenty-two  by 
twenty-eight  inches,  and  placed  in  a  cabinet  with  swinging 
leaves.  All  of  this  work  and  that  sent  to  the  World's  Fair 
in  1893  are  preserved  in  the  rooms  of  the  Board  of  Edu- 
cation, and  may  be  seen  there  any  day.  A  large  display  of 
manual  training  work  was  also  made  at  the  St.  Louis  Expo- 
sition. In  each  case,  before  the  work  was  sent  to  the  Expo- 
sition it  was  publicly  exhibited  in  the  city  and  was  examined 
with  interest  by  hundreds  of  the  citizens.  Such  exhibitions 
involve  a  great  amount  of  extra  labor,  but  when  they  are 
made  only  occasionally  they  pay  for  the  time  and  work 
given  them. 

9.      TEXT-BOOKS. 

In  November,  1885,  the  Sheldon  Readers  were  adopted 
in  place  of  the  Monroe  Readers.  After  these  read-  Reader8 
ers  had  been  in  use  for  seventeen  years,  they  were  U8ed- 
exchanged,  without  any  cost  to  the  pupils,  for  the  Progress- 
ive Readers,  which  were  the  basal  readers  at  the  end  of  this 
period.  The  Home  and  School  First  Reader  was  adopted 
for  the  first  grade  in  July,  1898.  In  August,  1905,  this  book 
was  displaced  by  the  Taylor  First  Reader.  At  the  same 
date,  Williams'  Choice  Literature,  Book  I,  was  adopted  for 
the  eighth  grade,  the  Progressive  Fifth  Reader  being  com- 
pleted in  the  seventh  grade. 


166  GALESBURG   PUBLIC    SCHOOLS 

Sheldon's  Word  Study,  a  spelling  book,  was  adopted  in 
spelling  December,  1886,  for  all  the  grades  above  the  third. 
Books.  it  displaced  the  Monroe  Speller  in  grades  seven 
and  eight.  It  was  from  the  first  an  unsatisfactory  book  and 
gradually  it  ceased  to  be  used.  In  August,  1905,  the  Pro- 
gressive Speller,  Part  II,  was  adopted  for  the  seventh  and 
eighth  grades.  It  was  afterwards  placed  in  the  sixth  grade. 
Much  attention  was  given  to  spelling  in  all  the  grades,  and 
the  method  by  which  it  was  taught  may  be  seen  by  referring 
to  the  subject  of  spelling  in  the  course  of  study  already 
treated. 

In  August,  1887,  Barnes'  History  of  the  United  States 
was  introduced  in  place  of  Quackenbos.    In  1895, 
this  history  was  displaced  by  Montgomery's  Lead- 
ing Facts  in  American  History,  which  is  the  text-book  on 
history  to-day. 

Housel's  Music  Readers  were  adopted  for  the  grades 
Music  above  the  first  in  July,  1888.  These  books  con- 
Bookg.  tinued  in  use  until  August,  1901,  when  the  Normal 
Music  Course  was  adopted.  The  Modern  Music  Series  was 
substituted  for  the  Normal  Music  Course  in  August,  1905. 

Prang's  System  of  Drawing,  Shorter  Course,  was 
Drawing  adopted  in  June,  1891,  and  was  displaced  by 
Books.  Prang's  Text-Books  of  Art  Education  in  August, 
1905.  These  books  were  used  for  five  years,  when  the  Ap- 
plied Arts  Series  was  adopted  in  June,  1910. 

Smith's  Primer  of  Physiology  was  adopted  in  August, 
1892,  for  the  primary  grades,  and  No.  Ill  of  the 
Union  Series  of  Physiologies,  in  February,  1894, 
for  the  eighth  grade.  A  Primer  of  Health,  and  Healthy 
Body,  by  Stowell,  and  How  We  Live,  by  Blaisdell,  were 
adopted  in  1898,  when  the  law  making  the  teaching  of  phys- 
iology compulsory  went  into  effect.  In  January,  1908,  these 
books  were  displaced  by  the  Coleman  Series  of  Physiologies. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       167 

The  Sheldon's  Advanced  Language  Lessons  was  adopted 
in  August,  1895,  to  take  the  place  of  the  Swinton  LanKuage 
Grammar.    This  book  continued  in  use  until  June,  Book9- 
1911,  when  Rowe  and  Peterson's  Grammar  was  adopted  in 
its  place.    Swinton's  New  Language  Lessons,  which  was  in 
the  schools  in  1885,  still  continues  to  be  the  text-book  for 
the  sixth  and  seventh  grades. 

The  Fish  Arithmetics  were  exchanged,  without  cost  to 
the  pupils,  for  the  New  Franklin  Arithmetics  in  Arith. 
November,  1895.    A  change  was  made  to  the  Hall  metics- 
Arithmetics,  the  books  now  in  use,  in  1901.     Milne's  Ele- 
ments of  Algebra  was  adopted  for  the  eighth  grade  in  De- 
cember, 1896.    After  it  had   been   used   for  four  years,  the 
subject  of  algebra,  except  as  it  is  treated  in  the  Hall  Arith- 
metics, was  dropped  from  the  grades. 

After  the  Harper    Geographies    had    been    used  in  the 
schools  for  nineteen    years,  the    Morton  Geogra-  Geogra. 
phies,  the  present  books,  were  adopted  in  1901.          phies- 

The  Sheldon  Vertical  Writing  Books  were  adopted  in 
August,  1896;  the  Medial  Writing  Books,  in  1907;  Copy 
and  the  Economy  System  of  Penmanship,  in  June,  Book8- 
1911. 

A  significant  rule  in  regard  to  the  change  of  text-books 
may  be  found  in  the  records.  At  the  September 
meeting  in  1888  the  Board  adopted  a  resolution, 
which  was  introduced  by  Director  F.  S.  Bartlett, 
requiring  that  no  change  be  made  in  the  text- 
books  unless  the  matter  was  brought  before  the 
Board  at  a  regular  meeting  and  laid  over  for  thirty  days. 

There  was  no  end  to  the  number  of  ingenious  devices, 
such  as  charts  and  various  kinds  of  apparatus  for  school 
teaching  the  different  subjects,  which  were  offered  ^X™.' 
for  sale  to  the  Board  of  Education  by  the  special  agent,  but 
not  many  of  such  were  bought.    The   Board  confined  itself 
mainly  to  the  purchasing  of  maps  and  globes,  dictionaries 
and  cyclopaedias,  with  which  every  school  should  be  sup- 


168  GALESBURG   PUBLIC    SCHOOLS 

plied.  However  valuable  special  devices  may  be  made  to 
appear  by  the  agent,  they  are  as  a  rule  short-lived  and  are 
soon  relegated  to  the  basement  or  garret  by  the  regular 
teacher. 

The  following  were  the  principal  supplies  furnished  each 
building,  the  object  of  naming  them  here  being  to  give  an 
idea  not  only  of  what  was  furnished,  but  how  long  such  arti- 
cles will  last  when  properly  cared  for.  Twice  in  this  period 
have  the  schools  been  supplied  with  wall  maps;  first  in 
1888,  and  second  in  1909,  when  the  Johnson  Imperial 
Maps,  the  largest  and  best  maps  made,  were  purchased.  In 
1890  a  set  of  Colonel  Parker's  relief  maps  was  bought  for 
the  Churchill  School.  Four  years  later  the  other  schools 
were  provided  with  the  relief  maps  made  by  the  Central 
School  Supply  Co.  In  1905  each  building  was  supplied  with 
an  18-inch  pendant  globe. 

In  1893  Webster's  Unabridged  Dictionary  was  placed  in 
each  building,  and  a  copy  of  Webster's  High  School  Diction- 
ary, on  the  desk  of  each  teacher. 

In  the  same  year  a  set  of  Persons  and  Places,  and  Com- 
mon Things  was  furnished  each  room  where  geography  or 
history  was  taught.  A  set  of  International  Cyclopaedias 
was  purchased  for  each  school  in  1894,  and,  in  1908,  a  set  of 
Young  Folks'  Cyclopaedias,  which  took  the  place  of  Persons 
and  Places,  and  Common  Things,  the  latter  being  then  worn 
out.  A  set  of  Ellis'  United  States  History  was  bought  in 
1900  for  each  building  where  history  was  taught. 

In  1886  Yaggy's  Anatomical  Chart  was  purchased  for 
each  building,  for  the  purpose  of  aiding  in  the  teaching  of 
physiology ;  and,  in  1894,  a  set  of  weights  and  measures  for 
each  building.  A  scientific  cabinet  was  bought  in  1898  to 
aid  in  the  teaching  of  nature  study  and  geography,  and  in 
1903  the  different  schools  were  supplied  with  Mountjoy's 
Nature  Chart. 

From  the  first,  pens  were  furnished  the  pupils,  and  after 
1886  penholders  and  drawing  pencils  were  bought  by  the 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       169 

Board.  Kindergarten  supplies,  drawing  paper  for  practice, 
and  material  for  exercises  in  industrial  work,  were  also 
furnished  the  pupils.  The  first  supplementary  readers  to  be 
bought  by  the  Board  of  Education  were  purchased  in  De- 
cember, 1886. 

10.      ADMINISTRATIVE    MEASURES. 

The  rule  of  the  Board  requiring  all  pupils  to  be  vacci- 
nated before  being  admitted  to  school  was  a  Vaccl_ 
source  of  frequent  protests  from  parents  who  natlon- 
thought  it  was  unnecessary.  However,  it  continued  to  be 
enforced  until  the  courts  held  that  the  enforcement  of  such 
a  rule  was  not  lawful,  unless  it  could  be  shown  that  the  pu- 
pils were  in  danger  of  contracting  smallpox.  Under  this 
ruling  of  the  courts,  the  Board  of  Health  called  for  the  en- 
forcement of  the  rule  in  certain  schools  in  1902,  1904,  1905 
and  1906.  Some  parents  refused  to  acquiesce  even  under 
these  conditions.  This  was  particularly  true  in  December, 
1902,  when  Dr.  Wm.  O'R.  Bradley  was  mayor.  He  called 
for  the  vaccination  of  the  pupils  in  the  High  School,  Church- 
ill, Central  and  Cooke  schools.  The  Board  of  Education 
supported  him  unanimously  in  his  action.  The  question 
was  thrashed  out  again  in  December,  1906,  with  the  same 
results,  when  the  Board  of  Health  ordered  the  vaccination 
of  the  pupils  in  the  Weston,  Douglas  and  Cooke  schools. 
At  that  time  the  doctors  of  two  different  schools  of  medi- 
cine joined  with  some  patrons  of  the  schools  in  the  protest. 

It  was  necessary  at  different  times  during  this  period, 
when    some    of    the    schoolrooms    became    over-  Half_Day 
crowded,  to  resort  to  half-day  sessions.    By  trans-  s*8810118- 
ferring  pupils,  it  was  always  arranged  so  that  these  half-day 
sessions  occurred  only  in  the  primary  rooms  of  the  building 
and  generally  only  in  the  spring  term  of  the  year.     There 
were   such  sessions  in  the  Weston  School  in    1890;  in   the 
Hitchcock,  Lincoln  and  Weston  schools,  in  1900;  and  again, 
in  1904,  in  the  Lincoln  and    Weston    schools.     There  may 


179  GALESBURG   PUBLIC   SCHOOLS 

have  been  a  few  other  such  instances,  but  the  records  do  not 
make  mention  of  them. 

The  flag  offered  by  the  Youth's  Companion  in  1889,  as  a 

premium  to  each  of  the   forty-two    states  for  the 

for  the        best  essay   upon  "The    Influence    of    the    United 

Si'liools 

States  Flag  When  Floated  Over  a  Public  School 
Building/'  was  won  for  the  state  of  Illinois  by  Miss  Lizzie 
Hazzard,  a  member  of  the  Galesburg  High  School.  This 
was  the  first  flag  to  float  over  a  school  building  in  the  city. 
Within  three  years  from  that  time,  flag  staffs  were  placed  on 
all  the  school  buildings  and  a  flag  was  provided  for  each. 
Director  G.  A.  Murdoch  presented  the  Lincoln  School  with 
its  flag,  and  Mrs.  Henry  Hitchcock,  in  memory  of  her  hus- 
band, for  whom  the  school  was  named,  gave  the  Hitchcock 
School  a  beautiful  flag.  The  other  flags  were  provided  by 
the  Board  of  Education. 

The  records  of  this  period  contain  but  two  instances 
parents  when  parents  appeared  before  the  Board  to  com- 
compiain.  piajn  of  the  administration  of  the  schools,  and  in 
each  case  it  was  for  suspension  of  pupils,  made  by  the  Su- 
perintendent. In  each  of  the  cases  the  action  of  the  Super- 
intendent was  approved  and  the  reinstatement  of  the  pupils 
left  to  his  discretion. 

From  1889  to  1903  spasmodic  efforts  were  made  to  en- 
Tr.mnt  force  the  compulsory  educational  law  through  the 
officer.  police  department.  The  co-operation  of  the  police 
force  was  most  cordial.  In  September,  1903,  the  Board 
voted  to  employ  a  truant  officer  for  half  time,  and  arrange- 
ments were  made  with  Mayor  Shumway  to  detail  a  regular 
policeman  whose  sole  duty  for  half  his  time  was  to  act  as 
truant  officer,  the  Board  of  Education  paying  his  salary  for 
the  time  served.  This  arrangement  proved  quite  satisfac- 
tory and  it  was  continued  for  six  years.  The  policeman  de- 
tailed for  the  service  was  always  a  man  who  showed  tact 
and  sympathy  with  the  boys.  One  reason  for  employing  a 
member  of  the  police  force  as  a  truant  officer  was  that  many 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       171 

of  the  truants  had  a  police  record.  The  report  of  the  officer 
for  the  first  year  showed  that  this  was  true  in  twenty  per 
cent  of  the  cases. 

The  Visiting  Nurse  Association,  an  organization  of  the 
women's  clubs  of  the  city,  found  in  its  work  the  gchool 
need  of  a  school  nurse.  In  order  to  demonstrate  Nurse' 
the  value  of  such  an  official,  the  Association  made  a  propo- 
sition to  the  Board  of  Education  in  June,  1909,  that  the  As- 
sociation would  pay  half  the  salary  of  a  school  nurse  for 
one  year,  if  the  Board  would  pay  the  other  half.  Granting 
that  such  an  officer  was  desirable,  two  questions  were  nat- 
urally raised  by  the  Board ;  the  first  a  legal  one — had  it  the 
right  to  use  public  funds  for  such  a  purpose,  the  school  law 
being  silent  on  the  subject;  and  second,  would  it  be  justified 
in  making  this  additional  cost  to  the  expense  of  the  schools? 
Both  of  these  questions  could  be  answered  if  the  school 
nurse  could  do  the  work  of  the  truant  officer.  It  was  finally 
agreed  by  all  parties  interested  that  this  could  be  done,  and, 
on  motion  of  Director  R.  O.  Ahlenius,  at  the  December 
meeting  in  1909,  it  was  voted  to  employ  Miss  Hoge  as  tru- 
ant officer.  Since  that  date  the  work  of  both  offices  has 
been  performed  with  satisfaction  by  the  same  officer.  Leav- 
ing out  of  consideration  the  protection  a  school  nurse  af- 
fords and  considering  her  work  solely  from  a  humane  point 
of  view,  there  can  be  no  question  of  the  value  and  desira- 
bility of  having  such  work  done  as  has  been  performed  by 
the  school  nurse.  In  perfecting  the  arrangement  by  which 
the  school  nurse  was  secured  and  finally  made  a  part  of  the 
school  organization  in  Galesburg,  Mrs.  H.  W.  Read,  a  mem- 
ber of  the  Board  and  an  officer  in  the  Visiting  Nurse  Asso- 
ciation, was  especially  helpful. 

Appropriate  resolutions  of  respect  and    sympathy  were 
adopted  by  the  Board  of  Education  on  the  death  of 

Resoln- 

the  following:     Mr.  John  Moburg,  janitor  of  the  tions  of 
High    School    building,  in    January,  1888;  M.  D.  and  s 
Cooke,  Esq.,  member  of  the  Board  of  Education, 


172  GALESBURG   PUBLIC   SCHOOLS 

at  a  special  meeting  in  May,  1889;  Mrs.  W.  L.  Steele,  wife 
of  the  Superintendent  of  Schools,  in  May,  1893;  Professor 
George  Churchill,  at  a  special  meeting  in  September,  1899; 
Mr.  John  B.  Slater  and  Mr.  Frank  G.  Stromsted,  the  two 
men  killed  by  the  burning  of  the  High  School,  in  April, 
1904;  Miss  M.  Evelyn  Strong,  a  former  member  of  the 
Board  of  Education,  at  a  special  meeting  in  October,  1903 ; 
Mr.  J.  W.  Hammond,  a  member  of  the  Board  of  Education, 
in  September,  1904;  Mr.  Gust  Stromgren,  for  seventeen 
years  janitor  of  the  Churchill  School,  in  February,  1905 ; 
and  Miss  Anna  M.  Sisson,  a  teacher  of  the  High  School,  in 
August,  1910.  As  an  added  mark  of  respect  to  the  memory 
of  Mr.  Cooke,  Professor  Churchill,  Miss  Strong  and  Mr. 
Hammond,  the  public  schools  of  the  city  were  closed  by  the 
order  of  the  Board  on  the  afternoon  of  the  funeral.  When 
Dr.  Newton  Bateman,  President  Emeritus  of  Knox  College 
and  former  State  Superintendent  of  Public  Instruction,  died 
in  October,  1897,  all  the  public  schools  of  the  city  were 
closed  on  the  afternoon  of  the  day  of  his  funeral  without 
formal  action  of  the  Board.  In  like  manner,  when  Mr.  G. 
A.  Murdoch,  a  former  member  of  the  Board  from  the  Third 
Ward,  died  in  March,  1899,  the  Hitchcock  School  and  the 
High  School  were  closed  on  the  afternoon  of  the  day  of  his 
funeral.  The  High  School  faculty  and  the  students  attended 
the  services  in  a  body,  occupying  the  entire  balcony  of  the 
Presbyterian  Church. 

There  were  three  issues  of  bonds   in  this   period.    The 
Bond  first  issue  was  for  $25,000  in  1887,  for  a  new  High 

issues.  School  building.  There  were  567  votes  cast  in 
favor  of  the  bonds  to  141  against.  The  second  issue  was 
for  $16,000  in  1889,  for  building  the  Lincoln  School.  There 
were  146  votes  for,  to  12  against  issuing  these  bonds.  The 
third  issue  was  for  $100,000  in  1904,  for  the  erection  of  the 
present  High  School  building.  The  number  of  votes  cast  in 
favor  of  issuing  these  bonds  was  1,198  and  there  were  168 
against  issuing  them.  The  charter  of  the  schools  provides 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       173 

two  methods  of  issuing  bonds  after  they  have  been  author- 
ized by  a  vote  of  the  people, — one  by  the  City  Council  and 
the  other  by  the  Board  of  Education.  The  first  two  issues 
were  made  by  the  City  Council.  When  the  interest  and 
principal  of  these  bonds  became  due,  the  Board  found  that  it 
had  to  provide  the  money,  and  so,  when  the  High  School 
bonds  were  voted,  it  decided  to  issue  its  own  bonds,  the  ad- 
vantage being  that  the  Board  would  then  have  a  voice  in 
selling  them  and  fixing  the  dates  of  payment.  The  last 
$10,000  of  the  first  two  issues  was  paid  in  June,  1897.  In  the 
$100,000  issue  of  1904,  it  was  stipulated  that,  beginning  with 
1907,  ten  bonds,  or  $10,000,  would  be  paid  on  the  first  day  of 
September  of  each  and  every  year  thereafter  until  all  the 
bonds  were  paid.  In  the  tax  levy  of  1910  the  fifth  payment 
was  provided  for,  which  left  at  the  end  of  this  period 
$50,000  yet  to  be  raised. 

The  three  lots  on  which  the  Lincoln  School  stands  were 
purchased  of  the  Peck  estate  in  1889,  for  $2,050.  LandPur. 
The  Jacobi  property  on  Broad  street,  the  site  of  ^J8^ld> 
the  Central  School  building,  was  bought  in  1895, 
for  $5,000;  the  Allen  propery  on  Mulberry  street,  joining 
the  original  Weston  School  grounds  on  the  east,  in  1898, 
for  $1,600;  the  Hunt  property  on  Cedar  street,  joining  the 
Churchill  School  grounds  on  the  south,  in  1898,  for  $4,000; 
the  Strong  lot  on  Tompkins  street,  joining  the  High  School 
grounds  on  the  west,  in  1904,  for  $5,500;  a  strip  of  land  71 
by  52*4  feet,  lying  between  the  High  School  and  the  heat- 
ing plant,  the  site  of  the  Manual  Training  addition,  in  1910, 
for  $1,300;  and  three  lots  on  the  northwest  corner  of  Farn- 
ham  and  Summit  streets,  for  the  Farnham  School,  in  1910, 
for  $2,300. 

In  February,  1891,  a  fraction  of  a  lot  three  by  nine  rods, 
on  the  southwest  corner  of  Main  and  Pine  streets,  to  which 
the  Board  had  title  by  virtue  of  long  possession,  was  sold  to 
J.  W.  Hammond  for  $300.  By  this  sale  the  Board  parted  with 


174  GALESBURG   PUBLIC   SCHOOLS 

the  last  piece  of  land  it  had  inherited  from  the  union  of  the 
old  independent  school  districts  in  1858. 

By  the  rules  of  the  Board  of  Education,  it  is  one  of  the 
Be  orts  duties  of  the  Superintendent  of  Schools  to  make 
Printed.  annually  a  report  of  the  condition  of  the  schools 
to  the  Board.  This  report  was  usually  made  at  the  June 
meeting.  Some  of  these  reports  were  printed  by  the  Board 
in  pamphlet  form  for  distribution.  In  this  period  six  reports 
were  printed  in  pamphlet  form.  They  appeared  in  the  fol- 
lowing years:  1888,  1890,  1894,  1898,  1903  and  1907.  Pre- 
vious to  this  period  there  were  four  other  reports  printed: 
in  1862,  1863,  1865  and  1880.  Of  these  reports  there  is  pre- 
served in  the  Public  Library  one  copy  of  the  1863  report 
and  in  the  office  of  the  Superintendent,  one  copy  of  the 
1880  report. 

The  opening  exercises  in  the  schools  were  as  a  rule  of  a 
Beading  religious  character  adapted  to  the  grade  of  the  pu- 
inetiSlble  P^s'  but  their  religious  nature  was  not  compulsory. 
schools.  A  petition  numerously  signed  asking  that  a  rule  be 
adopted  requiring  the  reading  of  the  Bible  without  note  or 
comment  in  all  the  rooms  of  the  public  schools  of  the  city 
at  the  morning  exercises,  was  presented  to  the  Board  of  Ed- 
ucation at  its  regular  meeting  in  June,  1891.  This  petition 
was  a  part  of  the  A.  P.  A.  movement  of  that  time.  It  was 
received  and  placed  on  file.  On  motion  of  Director  G.  A. 
Murdoch  the  following  resolution  was  adopted  without  a 
dissenting  vote : 

"That  we  as  a  Board  approve  of  the  reading  of  the  Bible  in 
the  public  schools,  yet  we  do  not  think  it  would  be  wise  or  practi- 
cable to  pass  an  arbitrary  rule  on  the  subject;  therefore,  Resolved, 
That  we  leave  the  question  as  it  has  been  in  the  past,  in  the  hands 
of  the  Superintendent." 

It  was  a  custom  dating  from  the  organization  of  the 
Beautify-  schools,  for  the  Board  to  plant  trees  on  and  around 
school"  tne  scrio°l  grounds;  but  the  beautifying  of  them 
Grounds.  with  flowers  and  shrubbery  was  first  begun  in  the 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       175 

spring  of  1901.  It  was  not  long  before  all  the  schools 
had  their  shrubbery  and  beds  of  flowers.  The  money 
was  earned  and  the  work  done  by  the  pupils  and  teach- 
ers, which  was  a  much  better  way  than  it  would  have 
been  had  the  Board  furnished  the  money  and  the  janitors 
done  the  work.  In  this  way  the  children  learned  some  val- 
uable lessons  which  they  would  never  forget  and  which  they 
doubtless  applied  at  their  homes.  There  is  little  danger  of 
over-emphasizing  and  encouraging  this  kind  of  ornamenta- 
tion. 

The  law  abolishing  the  public  drinking  cup  was  passed 
by  the  legislature  in  the  spring  of  1911,  but  foun- 
tains were  ordered  placed  in  all  the  school  build-  jJjSSlSL. 
ings  of  Galesburg,  on  motion  of  Director  R.  O. 
Ahlenius,  at  the  December  meeting  of   the   Board  in  1909. 
They  were  installed  in  the  different  buildings  before  the 
opening   of   schools    in    September,  1910.    The   fountains 
used  were  devised  by  J.  A.  Anderson,  janitor  of  the  Bate- 
man  School,  and  they  possessed  points  of  superiority  over 
any  then  on  the  market. 

Non-resident  pupils  always  paid  tuition.  The  rate  was 
fifty  cents  a  week  in  all  departments  until  July, 
1908,  when  it  was  made,  on  motion  of  Director  R. 
O.  Ahlenius,  seventy-five  cents  per  week  in  the  High 
School.  The  income  to  the  district  from  this  source  was  in- 
significant until  within  recent  years.  There  were  several 
reasons  for  this.  Previous  to  1887  the  city  treasurer,  who 
is  ex-officio  treasurer  of  the  Board  of  Education,  collected 
the  tuition.  His  official  duties  did  not  bring  him  into  close 
contact  with  the  schools.  There  were  no  records  of  the  pu- 
pils kept  in  his  office.  It  was  not  strange  under  such  cir- 
cumstances that  he  collected  little  or  nothing.  In  1887  the 
Board  placed  the  collection  of  tuition  in  the  hands  of  the 
Superintendent.  The  first  year  he  collected  $60;  the  second, 
$61,  and  the  third,  $134.  It  was  not  until  1901  that  as  much 
as  $500  was  received  in  one  year.  After  that  date  it  in- 


176  GALESBURG   PUBLIC   SCHOOLS 

creased  rapidly,  and  in  1910-11  the  tuition  collected 
amounted  to  $2,426.  Practically  all  the  tuition  comes  from 
the  High  School,  and  the  growth  of  that  institution  ac- 
counts largely  for  the  increase  in  the  amount  collected.  It 
is  a  matter,  however,  that  someone  must  watch  closely,  for 
there  are  persons  who  regard  tuition  in  the  same  way  that 
they  do  taxes — as  something  to  be  avoided  if  possible ;  and 
there  are  some  cases  where  it  is  really  difficult  to  determine 
whether  or  not  tuition  is  due. 

For  the  first  thirty-six  years  the  Board  of  Education  held 

its  meetings  in    the    City    Council    room,  though 

Education    there  were  times    in    this  period  when  it  met  in 

Rooms. 

the  office  of  the  Superintendent  of  Schools,  which 
was  in  the  Churchill  School.  At  the  meeting  in  August  of 
1897  it  was  voted,  on  motion  of  Director  J.  W.  Hammond, 
to  lease  the  rooms  over  the  First  National  Bank  on  the 
northeast  corner  of  Main  and  Cherry  streets  as  a  place  of 
meeting  for  the  Board  and  for  the  office  of  the  Superintend- 
ent of  Schools.  When  the  bank  building  was  remodeled  in 
1901,  the  Board  returned  to  the  City  Council  room  and  the 
Superintendent  to  his  old  office  in  the  Churchill  building. 
When  the  present  building  of  the  Galesburg  Public  Library 
was  in  the  process  of  construction  in  1901,  the  Library 
Board  asked  the  Board  of  Education  to  occupy  one-fourth 
of  the  first  floor  and  offered  to  divide  it  into  such  rooms  as 
would  be  desirable.  This  generous  offer  was  accepted  with 
appreciation,  and  the  present  ideal  quarters  were  first  oc- 
cupied by  the  Board  of  Education  and  the  Superintendent 
of  Schools  in  the  latter  part  of  December,  1901.  It  is  an  ad- 
vantage as  well  as  a  convenience  in  school  administration 
for  a  Board  of  Education  to  have  a  local  habitation  as  well 
as  a  name.  It  is  a  serious  mistake  in  a  system  of  schools  to 
have  the  office  of  the  superintendent  of  schools  in  any  one  of 
the  school  buildings. 


O    tfl 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       177 

Whenever  opportunity  offered,  the  schools  took  great 
pleasure  in  contributing  their  share  to  the  public 
g°°d.  The  moving  of  the  Public  Library  by  the 
High  School  pupils  in  May,  1902,  from  East  Main 
street  to  the  new  library  building  on  the  southeast  corner 
of  Broad  and  Simmons  streets,  a  distance  of  about  four 
blocks,  was  an  example  of  this.  The  mere  moving  of  so 
many  books  was  no  slight  task  but  the  value  of  the  service 
rendered  consisted  in  transferring  them  without  disarrang- 
ing their  order.  This  they  succeeded  in  doing. 

Under  the  direction  of  Miss  Anna  Hoover,  the  librarian, 
and  her  assistants,  and  of  the  High  School  teachers,  the 
pupils  marched  single  file  from  the  old  library  rooms  to  the 
new  library  building,  carrying  the  books  in  their  arms.  As 
each  pupil  passed  in  to  get  a  supply  of  books  he  was  given  a 
number,  and  the  order  in  which  the  books  were  to  be  depos- 
ited on  the  shelves  of  the  new  library  was  determined  by 
this  number.  Every  time  a  pupil  made  a  trip  he  was  given 
a  different  number.  The  library  corps  had  planned  where 
each  shelf  of  books  in  the  old  rooms  was  to  be  placed  in  the 
new. 

The  carrying  began  on  the  morning  of  May  22,  1902,  and 
continued  until  noon.  It  was  resumed  on  the  afternoon  of 
the  next  day  when  it  was  completed.  Five  teachers  assisted 
at  the  old  library  and  five  at  the  new,  while  seven  teachers 
stationed  themselves  along  the  streets,  keeping  the  lines 
moving  and  in  order.  In  this  way  fifteen  thousand,  one 
hundred  and  fifty-two  books  were  moved  by  three  hundred 
and  seventy-one  pupils,  two  thousand  and  seventy-five  trips 
being  made.  The  highest  number  of  trips  made  by  any  pu- 
pil was  eleven  and  the  greatest  number  of  books  carried  by 
anyone  was  one  hundred  and  thirty-four. 

The  work  was  entirely  voluntary  on  the  part  of  the  pu- 
pils, and  three  hundred  and  seventy-one  of  those  enrolled 
that  month  took  part.  Boys  and  girls  enjoy  doing  things, 
even  where  hard  work  is  involved.  All  they  need  is  a 


178  GALESBURG   PUBLIC   SCHOOLS 

chance,  a  little  encouragement  and  direction.  It  is  question- 
able if  modern  education  with  all  its  manifest  improvements 
has  yet  contributed  to  the  development  of  the  child  anything 
to  compensate  for  what  modern  civilization  has  deprived 
him  of, — the  opportunity  of  assisting  his  parents  in  their 
work. 

The  close  relation  which  the  Children's  Reading  Room 
in  the  Public  Library  sustains  to  the  schools  is  no 
dren's  id-  doubt  due  to  the  fact  that  the  Board  of  Education 
Beading  has  its  offices  in  the  Library  building.  The  Li- 
brary Board  and  the  Board  of  Education,  when, 
they  came  together  in  the  same  building,  soon  found  that 
they  were  related — members  of  the  same  body,  one  neces- 
sary to  the  other.  For  the  library  to  fulfill  its  mission,  each 
generation  must  form  the  habit  of  reading  books;  and  for 
the  school  to  fulfill  its  mission,  it  must  not  only  teach  each 
generation  how  to  read,  but  instill  in  it  the  love  of  reading. 
In  the  school  the  child  acquires  the  ability  to  read  and  in 
the  library  he  forms  the  habit  of  reading.  The  library  is 
thus  the  complement  of  the  school. 

The  architect  of  the  Library  building  made  a  significant 
suggestion  by  marking  the  room  across  the  hall 
*rom  t^le  on^ces  °f  tne  Board  of  Education, 
Library  "Children's  Room."  This  room  stood  vacant  for 

tO 

months  and  the  question  one  asked  on  entering  the 
building  was,  "What  is  that  room  for?"  At  that 
time  the  Public  Library  had  had  no  experience  with  a  read- 
ing room  for  children.  It  is  true  it  had  provided  books  suit- 
able for  children  to  read,  but  it  never  had  furnished  a  sep- 
arate room  for  the  children.  Now  it  had  the  room  as  well 
as  the  books,  but  it  did  not  have  the  funds  for  supplying  the 
additional  librarian  required.  This  condition  was  met  in 
the  following  manner.  A  special  meeting  of  the  Board  of 
Education  was  called  in  September,  1902,  by  Directors  Mer- 
rill and  Stone,  to  consider  the  following  proposition  from 
the  Library  Board : 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       179 

"It  is  agreed  between  the  Board  of  Directors  of  the  Gales- 
burg  Public  Library  and  the  Board  of  Education  of  the  City  of 
Galesburg,  that,  in  establishing  a  Children's  Room  in  the  Library, 
the  Board  of  Education  will  provide  a  librarian  satisfactory  to  the 
Library  Board  and  subject  to  its  rules  and  regulations  and  to  pay 
toward  any  incidental  expenses  of  that  department  a  sum  not  ex- 
ceeding five  dollars  per  month.  In  consideration  of  this  service  the 
Board  of  Directors  of  the  Library  agree  to  remit  the  payment  of 
any  further  rent  for  the  rooms  occupied  by  the  Board  of  Education 
while  this  agreement  continues." 

Signed     E.  R.  DRAKE^ 

W.  E.  SIMONDS, 
F.  H.  SISSON, 
Committee  on  Children's  Room. 

The  proposition  was,  on  motion  of  Director  Stone,  unan- 
imously adopted.  On  motion  of  Director  Mrs.  Thompson, 
the  Superintendent  was  instructed  to  see  that  the  services 
specified  by  the  Library  Board  were  performed  and  was 
authorized  to  transfer  Miss  Harriet  Stone  to  this  branch  of 
work. 

In  1911  there  were  some  four  thousand  volumes  in  the 
Children's  Library,  and  the  number  of  books  u»«  Made 
drawn  by  the  pupils  exceeded  thirty-seven  thou-  Library. 
sand  a  year.  The  room  was  kept  open  all  days  and  hours 
when  the  schools  were  closed,  and  the  children  flocked  to  it 
and  used  it  with  the  feeling  that  it  was  a  part  of  the  public 
schools.  This  feeling  on  the  part  of  the  school  children 
may,  to  a  large  extent,  be  accounted  for  by  the  fact  that  the 
Librarian  was  always  chosen  from  the  corps  of  teachers. 
Useful  as  this  department  has  been,  there  is  nothing  con- 
nected with  the  schools  capable  of  greater  development. 

11.      SALARIES. 

When  W.  L.  Steele   was   appointed    Superintendent  of 
Schools  in  1885,  his  salary  was  made  $1,500;  in 
1886,  it  was  increased  to  $1,700;  in  1888,  to  $1,800; 
in  1890,  to  $2,000;  in  1901,  to  $2,200;  in  1903,  to 
$2,500;  in  1907,  to  $2,700;  and  in  1910,  to  $3,000. 


180  GALESBURG   PUBLIC   SCHOOLS 

In  1885,  the  salary  of  the  Principal  of  the  High  School, 
salaries  wno  was  Mrs.  Mary  E.  Gettemy,  was  $800;  in 
£h^fh  1888,  it  was  made  $900;  in  1890,  $1,000.  In  1895, 
Teachers.  ^r  Frank  D.  Thomson  was  made  Principal,  at  a 
salary  of  $1,400;  in  1897,  it  was  advanced  to  $1,500;  in  1899, 
to  $1,600;  in  1901,  to  $1,700;  in  1902,  to  $1,800;  in  1903,  to 
$2,000;  in  1906,  to  $2,300;  and  in  1909,  to  $2,500.  In  1909, 
when  Mr.  Thomson  resigned,  Mr.  A.  W.  Willis,  who  was  at 
that  time  a  teacher  of  Mathematics  in  the  school  at  a  salary 
of  $900,  was  appointed  Principal  at  a  salary  of  $1,500;  and 
it  was  increased  the  next  year  to  $1,800.  There  was  no 
fixed  schedule  of  salaries  for  assistants  in  the  High  School 
during  this  period.  The  minimum  salary  of  lady  teachers 
was  $60  per  month.  Their  salaries  ranged  from  that  amount 
to  $100  per  month,  the  prevailing  salary  being,  however, 
$80  per  month.  The  minimum  salary  for  men  was  $75  per 
month.  When  they  remained  for  several  years,  their  sal- 
aries went  up  to  $111.11,  $122.22,  $133.33  and  in  one  in- 
stance to  $200  per  month. 

In  1885,  the  minimum  salary  of  the  grade  teachers  was 
salaries  $40  per  month.  It  increased  $5  per  month  for  two 
Teachers,  years  where  it  remained  unchanged  until  the  end 
of  the  tenth  year  of  service,  when  it  was  made  $55  per 
month,  which  was  the  maximum.  There  was  no  change  in 
this  schedule  of  salaries  until  1903,  when  an  increase  of  five 
per  cent  was  made  to  the  salaries  of  all  teachers  who  had 
been  in  the  schools  three  years  or  more.  The  maximum 
salary  was  made  $57.50  per  month  at  that  time. 

In  June,  1906,  the  grade  teachers  presented  to  the  Board 
Petitions  a  petition  asking  that  their  salaries  be  increased 
cream" of  twenty  per  cent.  This  petition  was  received  and 
salaries.  referred  to  the  Teachers'  Committee,  but  no  action 
was  taken  by  the  Board  that  year.  In  June,  1907,  an  in- 
crease of  $5  per  month  was  made  to  the  salaries  of  all  teach- 
ers who  had  taught  in  the  schools  three  years  or  more,  and 
a  schedule  of  salaries  which  provided  for  a  thirteen  per  cent 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       181 

increase  was  adopted,  the  maximum  salary  being  made  $65 
per  month.  In  June,  1910,  the  teachers  presented  to  the 
Board  their  second  petition  asking  for  an  increase  of  sal- 
aries. At  that  date  all  grade  teachers  were  given  an  ad- 
vance of  $5  per  month,  and  the  maximum  salary  was  made 
$70  per  month.  The  schedule  of  salaries  adopted  then  on 
the  recommendation  of  the  Teachers'  Committee  was  as 
follows : 

1st.     Graduates  from  the  city  training  school,  with  no 
previous    teaching    experience,  shall    receive    $40 
per  month;  where  the  graduates  have  had  one  or 
more  years  of  successful  teaching,  they  shall  re- 
ceive  $45  per  month. 

2nd.  Graduates  from  a  university  or  college  with  one  or 
more  years  of  successful  teaching,  or  from  a  state  normal 
school,  shall  receive  $50  per  month. 

3rd.  After  the  first  year  the  salary  will  be  advanced  an- 
nually $5  per  month  until  the  teacher  reaches  $60  per 
month,  provided  at  the  close  of  the  second  year  she  files 
with  the  Board  a  first  grade  certificate. 

4th.  The  salary  will  be  advanced  annually  from  $60  per 
month,  at  the  rate  of  $2.50  per  month,  until  it  reaches  the 
maximum,  $70.  A  teacher  to  receive  the  benefit  of  this  in- 
crease must  first  file  with  the  Board  a  certificate  that  she 
has  attended  regularly  and  successfully  completed  one  or 
more  summer  courses  in  some  recognized  university,  college 
or  state  normal  school. 

5th.  After  a  teacher  has  reached  the  maximum  salary 
the  Board  will  expect  her  to  file,  at  least  once  in  five  years,  a 
certificate  that  she  has  attended  regularly  and  successfully 
completed  one  or  more  summer  courses  in  some  recognized 
university,  college  or  state  normal  school. 

6th.  No  salary  now  paid  to  any  teacher  shall  be  dimin- 
ished by  any  provision  of  this  schedule. 

Adopted  by  the  Board  of  Education,  June  22,  1910. 


182  GALESBURG   PUBLIC    SCHOOLS 

The  reason  it  is  so  difficult  for  grade  teachers  to  obtain 

an  increase  of  salary  is  that  any  increase  at  all 
la'iMftk-uit  amounts  in  the  aggregate  to  so  much.  Over 
creraesai-  seventy  per  cent  of  the  tax  levy  for  operating  ex- 
cJrode0*  penses  is  for  teachers'  salaries  and  the  grade  teach- 
Teacherg.  erSj  on  accOunt  of  their  numbers,  receive  the  larger 

part  of  this  amount. 

In  1885  the  janitors  of  the  four  four-room  buildings  were 
janitors'  Pa^  $^5  per  month ;  the  one  for  the  six-room 
salaries.  building,  $35 ;  and  the  one  for  the  High  School,  a 
twelve-room  building,  $50.  At  that  time  the  janitors  were 
employed  for  only  nine  months  of  the  year.  In  1890  the 
salaries  of  all  the  janitors  were  increased  $5  a  month.  After 
that  date  it  is  difficult  to  determine  how  much  of  the  ad- 
vance in  the  salaries  was  properly  an  increase,  for  all  the 
buildings,  excepting  the  Cooke,  were  enlarged  one  after  an- 
other, and  the  service  required  was  not  the  same  in  any  two 
of  them.  If  the  amount  paid  the  janitor  of  the  Cooke  School 
be  taken  as  a  standard  of  the  increase,  then  it  could  be  de- 
termined; for  the  janitor  of  that  building  received  $25  per 
month  in  1885;  $32.50,  in  1899;  $40,  in  1902;  and  $42.50,  in 
1908. 

The  engineer  of  the  heating  plant  began  in  1905  with  a 

salary  of  $70  a  month,  for  a  year  of  twelve  months ; 

in  1906  it  was  advanced  to  $80 ;  in  1907,  to  $90  and 

in  1909,  to  $100. 
It  was  difficult  for  the  wages  paid  to  secure  and  keep  the 

best  men  as  janitors  when  they  were  given  em- 
Make  the  ployment  for  only  nine  months  in  the  year.  For 

this  reason  the  Board  decided,  in  1907,  to  have  the 
repair  work,  such  as  kalsomining,  painting,  etc.,  done  by  the 
janitors  and  thus  furnish  them  employment  for  eleven  or 
twelve  months  of  the  year.  This  arrangement  proved  to  be 
a  satisfactory  adjustment  of  the  question  of  janitors'  sal- 
aries, and  the  quality  of  the  repair  work  did  not  suffer  in  the 
least  while  the  amount  of  it  was  greatly  increased  and  the 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       183 

buildings  were  thus  made  more  sanitary  and  attractive. 
During  the  summer  vacations  all  the  woodwork,  windows, 
desks  and  inkwells  were  as  thoroughly  cleaned  as  water 
and  cleansing  material  could  make  them.  The  walls  and 
ceilings  of  the  rooms  and  halls,  when  they  were  not  kal- 
somined,  were  carefully  brushed  and  the  basements  were 
whitewashed.  In  addition  to  this,  it  was  the  custom  in  later 
years  to  have  the  Board  of  Health  fumigate  all  the  buildings 
the  week  before  the  schools  opened  in  September. 

To  Gust  A.  Stromgren,  who  was  janitor  of  the  Churchill 
School  for  seventeen  years,  belongs  the  credit  of 
instituting  the  custom  of  thoroughly  renovating  *utj£rt 
the  school  buildings  in  the  summer  vacation.  For 
many  years  he  was  the  only  janitor  employed  the  year 
round,  and  all  the  buildings  and  grounds  were  placed  in  his 
charge  during  the  long  vacation.  The  condition  in  which  he 
found  some  of  the  buildings  distressed  him  greatly,  for  his 
own  was  always  a  model  of  neatness  and  cleanliness.  His 
idea  was  that,  if  the  buildings  were  turned  over  neat  and 
clean  to  the  janitors  at  the  opening  of  schools  in  Septem- 
ber, they  would  certainly  try  to  keep  them  so  during  the 
year.  The  Board  agreed  with  him  and  gave  him  the  help 
he  needed  to  do  the  work  in  August.  Where  it  was  pos- 
sible he  secured  as  his  help  the  janitors  who  were  to  have 
charge  of  the  buildings  during  the  school  year.  Thus  he 
practically  conducted  for  a  month  each  year  a  normal  school 
for  janitors.  This  was  the  origin  of  our  clean  school  build- 
ings. He  showed  his  superior  intelligence  in  many  ways; 
for  example,  the  noiseless  eraser  now  used  in  the  schools 
was  devised  by  him,  years  before  there  were  any  such 
erasers  on  the  market.  There  are  reasons  for  believing  that 
the  idea  of  a  noiseless  eraser  originated  with  him.  He  was 
thoroughly  devoted  to  his  work.  The  steam  pipes  never 
froze  in  his  building,  though  it  required  him  many  a  time  to 
remain  all  night  with  his  heating  plant.  There  was  never 


184  GALESBURG   PUBLIC   SCHOOLS 

a  person  employed  by  the  Board  of  Education  who  did  his 
work  better  than  Mr.  Stromgren. 

12.      THE   HIGH   SCHOOL  AND  DEVELOPMENT   OF  ITS  ACTIVITIES. 

During  this  period  the  changes  in  the  High  School  were 
more  and  greater  than  those  in  the  grades.  This 
school  would  naturally  be  the  case,  for  within  this  time 
it*  the  present  function  of  the  High  School  as  an  in- 

stitution was  largely  developed.  In  1885  the  High 
School  was  doing  the  work  of  the  old  academy — preparing 
the  few  for  college — and  its  very  existence  was  at  times 
threatened.  That  the  High  School  should  give  instruction 
suitable  to  the  many  who  were  to  enter  the  varied  indus- 
tries, as  well  as  to  the  few  who  were  to  enter  the  professions, 
was  not  thought  of  at  that  time.  The  Galesburg  High 
School  was  among  the  first  to  recognize  its  duty  to  the 
many  as  well  as  to  the  few,  to  broaden  its  scope  of  work 
and  to  adjust  its  organization  so  that  the  most  could  be 
made  of  the  greater  opportunities.  There  are  many  evi- 
dences that  the  school  met  with  the  approval  of  the  public 
during  this  period,  one  of  which  was  the  increased  attend- 
ance. The  first  year  the  total  enrollment  was  117,  and  the 
last  year,  767,  or  an  increase  of  five  hundred  and  fifty-five 
per  cent.  The  grades  during  the  same  period  increased 
sixty-two  per  cent,  and  the  population  of  the  city  about  the 
same. 

In  1888  an  English  course  was  added  to  the  curriculum. 

Previous   to  that   date  there   had   been   but   one 

course  in-    course,  the  Latin.    The  Latin  course  was  designed 

troduced.  ...  ,,  .      , 

for  those  who  were  preparing  for  college  and  the 
English  course  for  those  who  expected  to  complete  their 
education  in  the  High  School.  The  subjects  which  were 
substituted  at  that  time  in  the  place  of  Latin  were  physi- 
ology, bookkeeping,  English  history,  constitution  of  the 
United  States,  chemistry,  history  of  literature  and  political 
economy.  At  that  time  the  work  of  instruction  was  first 


SIXTH    WARD 

The    Representatives    of    the    Sixth    Ward    on    the    Board    of    Education 
since  its   First   Organization  in  June,   1861. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       185 

divided  into  departments :  Latin,  mathematics,  English  and 
science. 

In  1895  the  curriculum  was  again  revised  and  divided 
into  three  courses ;  the  Latin,  for  those  who  were  g^JJ*n 
preparing  for  college ;  the  commercial,  for  those  of  the 
who  desired  to  prepare  themselves  for  business;  lum. 
and  the  scientific,  for  those  who  intended  to  enter  no  higher 
institution  of  learning  but  who  wanted  a  broader  education 
than  the  grades  gave.     In  this  revision  the  time  given  to 
many  of  the  subjects  that  had  been  in  the  two  courses  was 
lengthened.    This  was  especially  true  of  the  departments  of 
science   and    English.    The   following   subjects    were    also 
added:  stenography,  type-writing,  commercial  arithmetic, 
commercial  law  and  mechanical  drawing.    All  the  subjects 
were  made  elective  at  that  date.    The  department  of  public 
speaking  was  created  in  1895. 

In  1903  a  fourth  year  was  added  to  the   Latin,  or  col- 
lege course.     At  the    same    time    the    following  A  Fourth 
subjects     were     introduced:     commercial     geog-  JSJJ^ 
raphy,  advanced  algebra,  solid  geometry,  business 
English  and  United  States  history. 

When  manual  training    was    begun    in    the    Galesburg 
High  School  in  1887,  the  subject  was  being  gen-  Manual 
erally  discussed  at  educational  meetings  and  in  J^]^-111* 
the  educational  press,  but  no  public    high    school  duced- 
in  the  state  had  introduced  it  into  its  curriculum.    It  is  true 
that  previous  to  that  date  in  a  few  cities,  Galesburg  among 
them,  some  forms  of  hand  work  had  been  encouraged  in  the 
grades — much  of  it  being  done  at  home.    The  introduction 
of  manual  training  in   the   Galesburg   High    School    could 
not  have  have  been  more  modest;  no  public  meetings  were 
held ;  the  Board  of  Education  was  not  asked  for  any  appro- 
priation; it  was  not  even  consulted  in  the  matter.    An  old 
carpenter  bench  was  found  in  the  basement  of  the  Churchill, 
then  called  the  High  School,  building,  and  the  boys  brought 
in  some  tools  from  home  and  some  were  purchased  with 


186  GALESBURG   PUBLIC    SCHOOLS 

money  contributed.  Mr.  Earle  W.  Stilson,  a  former  pupil  of 
the  school,  who  had  been  attending  the  Chicago  Manual 
Training  School  founded  by  the  Commercial  Club  of  that 
city,  was  at  home  for  a  time  and  generously  gave  his  serv- 
ices as  an  instructor  for  an  hour  or  two  a  day  for  a  month  or 
more.  When  he  left  the  city,  Mr.  G.  H.  Bridge,  then  teacher 
of  penmanship,  who  had  become  interested  in  the  work  he 
saw  the  boys  doing,  volunteered  to  take  the  place  of  Mr. 
Stilson,  the  work  being  all  done  after  school  hours.  Mem- 
bers of  the  Board  of  Education,  hearing  of  what  the  boys 
were  doing  in  the  basement,  visited  them  and  became  inter- 
ested also.  So  well  pleased  were  they  at  the  end  of  the  year 
with  the  work  the  boys  had  done  under  such  unfavorable 
conditions,  that  they  changed  the  plans  of  the  High  School 
building,  then  in  process  of  erection,  and  made  provision  for 
a  shop  on  the  third  floor,  equipping  it  with  benches  and  tools 
sufficient  to  permit  ten  boys  to  work  at  a  time;  they  also 
employed  a  teacher  for  the  next  year.  It  was  largely  due  to 
the  active  interest  of  Director  N.  C.  Woods  that  this  pro- 
vision was  made  for  manual  training.  The  work  in  this  de- 
partment was,  from  the  first,  entirely  voluntary  on  the  part 
of  the  pupils;  previous  to  1895  it  was  done  after  school 
hours  and  on  Saturdays.  No  credit  was  given  on  the  rec- 
ords at  that  time  for  the  work  of  this  department.  There 
was  certainly  as  much  interest  displayed  by  the  boys  under 
those  conditions  as  there  was  in  later  years  when  the  work 
was  done  during  school  hours  and  credit  was  given  for  it. 
When  the  department  was  thoroughly  organized  in  1890, 
the  work  of  the  first  year  consisted  of  exercises  in 

Work  of  .  .... 

*artDent  P*amil&  sawing,  chiseling,  boring  and  turning;  m 
the  second  year,  in  joinery  and  turning;  and  in  the 
third  year,  in  turning,  pattern-making  and  carving.  The 
number  of  exercises  or  problems  in  each  year  was  twenty- 
five  to  thirty,  and  they  were  worked  out  with  pieces  of  lum- 
ber twelve  inches  long,  which  the  Board  supplied.  After  the 
exercises  of  each  year  were  completed,  the  principles  mas- 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       187 

tered  and  the  skill  acquired  were  applied  in  making  some 
useful  article  of  furniture,  the  boy  purchasing  the  material 
and  keeping  the  article  made.  Such  articles  were  made  as 
hat-racks,  book-cases,  writing  desks,  tables,  sideboards,  etc. 
An  interesting  fact  in  the  development  of  manual  train- 
ing is  that  at  one  time  it  was  not  considered  by  the 

The  Fin- 
schoolmen  good  pedagogy  to  have  the  boys  make  ished 

finished  products;  it  being  claimed  that  the  object 
of  the  work  was  to  make  boys — not  furniture.  Applause 
generally  greeted  such  a  remark  when  delivered  before  a 
meeting  of  teachers.  The  Galesburg  High  School  contin- 
ued, however,  to  make  the  finished  products,  convinced  as  it 
was,  that  it  was  the  finished  product  that  gave  the  interest 
to  the  subject  and  stimulated  the  boys  through  all  their 
work.  The  most  valued  piece  of  furniture  in  many  of  the 
homes  of  Galesburg  is  the  one  made  by  the  son  while  in 
school,  valued  because  the  parents  feel  that  it  helped  to 
make  their  boy.  The  hat-rack  that  has  done  service  for 
years  in  the  office  of  the  Superintendent  of  Schools  is  a  good 
illustration  of  this  point.  An  exhibition  of  this  work  was 
held  annually  at  the  close  of  the  year  when  hundreds  of  cit- 
izens examined  it  with  interest  and  gave  it  their  heartiest 
approval.  This  did  much  to  make  the  work  a  success.  To- 
day the  finished  product  is  considered  as  essential  to  man- 
ual training  as  is  Hamlet,  to  the  play  of  Hamlet. 

For  the  first  two  years  no  machinery  whatever  was  used 
in  the  work.     In  1889  a  foot-power  lathe  and  a  Equip. 
hand-power  saw  were  purchased.    A  circular  saw  JJw^tb?" 
run  by  an  electric  motor  was  added  the  next  year.  Fire* 
Mechanical  drawing  was  made  a  part  of  the  work  in  1895. 
When  the  addition  was  built  to  the  High  School  in  1896,  a 
large  and  well-lighted  room  was  provided  for  the  depart- 
ment in  the  basement;  and  at  that  time  it  was  transferred 
from  the  third  floor  to  the  basement.     Six  lathes  for  wood 
were  purchased  in  that  year.    Two  years   later  a  circular 
saw,  a  band  saw  and  a  planer  were  added;  and,  in  1903,  a 


188  GALESBURG   PUBLIC   SCHOOLS 

lathe  for  iron  and  a  forge  for  blacksmithing.  These  ma- 
chines with  the  hand  tools  comprised  the  equipment  at  the 
time  the  building  was  burned  in  1904.  For  the  first  five 
years  the  power  used  was  electricity  furnished  by  the  street 
car  company.  When  a  steam  heating  plant  was  installed 
in  the  High  School  building  in  1901,  a  twelve  horse-power 
engine  was  substituted  for  the  two  electric  motors  that  had 
been  used. 

When  the  new  High  School  building  was  erected,  the 
Equip-  manual  training  department  was  again  placed  in 
After  the  t^le  basement.  The  rooms  were  sufficiently  large 
****•  and  well  lighted,  but  the  noise  of  the  machinery 

disturbed  at  times  the  recitations  in  some  of  the  class- 
rooms. In  order  to  get  the  machinery  out  of  the  High 
School  building  and  to  have  a  shop  for  iron  and  forge  work 
and  to  provide  a  manual  training  center  for  the  boys  of 
the  seventh  and  eighth  grades  of  the  city,  the  Manual  Train- 
ing building  to  the  north  of  the  High  School  was  built  in 
1910.  In  order  that  all  the  space  that  had  been  provided  for 
manual  training  purposes  might  be  utilized,  this  building 
was  connected  with  the  High  School  building  by  a  tunnel. 
At  the  close  of  this  period  the  equipment  of  the  manual 
training  department,  in  addition  to  the  usual  hand  tools, 
consisted  of  the  following:  four  direct-connected  lathes  for 
wood,  a  planer,  a  circular  saw,  a  scroll  saw,  a  mortiser,  a 
jointer,  a  lathe  for  iron,  two  emery  grinders,  a  drill  press, 
and  six  forges  for  blacksmithing. 

Of  the  fifty-two  boys  enrolled  in  the  High  School  during 
Number  tne  school  year  of  1889-90  thirty-five  volunteered 
Manual  to  ^°  tne  manual  training  work.  Thirty-one  of 
Training,  them  did  all  the  exercises  and  twenty  made  a  fin- 
ished product.  Of  the  sixty-one  boys  enrolled  in  the  school 
in  1893-4  thirty-eight  did  manual  training  work;  in  1897-8 
sixty-five  of  the  one  hundred  and  ninety-eight  boys  in  the 
school  chose  manual  training;  in  1902-3  one  hundred  and 
twenty-five  of  the  two  hundred  and  twenty-eight  boys  in 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       189 

school  took  the  work,  which  was  approximately  the  annual 
enrollment  in  the  manual  training  department  for  the  re- 
mainder of  the  period.  The  fact  that  the  number  of  boys 
who  took  manual  training  in  the  later  years  was  not  as 
great  in  proportion  to  the  numbers  enrolled  in  the  school  as 
it  was  in  the  earlier  years  is  largely  due  no  doubt  to  the 
introduction  of  the  print  shop  (a  form  of  manual  training 
which  employs  the  activities  of  some  thirty  boys),  the  de- 
bating club,  the  dramatic  club  and  athletics — which  became 
popular  in  the  later  years.  The  interest  of  those  who  took 
manual  training  never  flagged  in  any  year.  The  great  suc- 
cess of  this  department  was  due  to  Mr.  G.  H.  Bridge  who 
had  charge  of  it  during  all  this  period.  He  possessed  to  an 
unusual  degree  the  ability  to  help  boys  to  help  themselves. 
It  is  remarkable  that  domestic  science  was  not  intro- 
duced until  1903 — sixteen  years  after  the  intro-  Domegtlc 
duction  of  manual  training.  The  credit  for  the  |J;{®JJ?e 
introduction  of  domestic  science  is  due  to  the  duced- 
women's  clubs  of  the  city,  as  may  be  seen  from  the  follow- 
ing extracts  taken  from  the  records  of  the  Board  of  Educa- 
tion: 

"November  10,  1902. — The  following  communication  was  pre- 
sented by  Director  (Mrs.  G.  W.)  Thompson:  'Manual  Training 
for  boys  has  proved  an  undoubted  success  in  our  Galesburg 
Schools,  people  all  agreeing  that  it  is  both  profitable  and  instructive. 
A  feeling  exists — and  we  believe  public  sentiment  tends  strongly 
in  this  direction — that  the  girls  of  our  city  should  be  given  a  like 
advantage  in  the  training  of  the  hand  and  eye  as  well  as  the  brain, 
and  that  education  directed  toward  the  practical  realities  of  life  will 
better  prepare  girls  for  their  needs  as  useful  daughters  and  home 
makers.  The  Women's  Clubs,  believing  all  this,  have  raised  money 
enough  to  equip  and  maintain  a  Domestic  Science  department  for 
a  term  of  five  months,  and  they  ask  you,  the  Board  of  Education, 
to  make  this  experiment,  beginning  with  the  winter  term  and  con- 
tinuing through  the  remainder  of  the  school  year.'  On  motion  the 
matter  was  referred  to  the  Supply  Committee." 

The  reason  Mrs.  Thompson  brought    about  the  intro- 
duction of  domestic  science  in  this  manner  was   to  enlist 


190  GALESBURG   PUBLIC   SCHOOLS 

the  active  interest  and  to  secure  the  cordial  support  of  the 
mothers  for  whose  daughters  the  department  was  to  be  es- 
tablished. 

"Called  meeting,  November  25,  1902.— Director  Charles  R. 
Van  Brunt  moved  that  the  Board  of  Education  provide  a  room  for 
the  trial  of  Domestic  Science  for  a  period  of  five  months,  the 
Ladies'  Clubs  of  the  city  providing  the  means  of  conducting  the 
same.  The  motion  prevailed  unanimously.  A  special  committee, 
consisting  of  Directors  Mrs.  Thompson  and  Mrs.  Read  and  Super- 
intendent Steele,  was  then  appointed  to  take  charge  of  the  Domes- 
tic Science  Department." 

In  accordance  with  this  resolution  a  room  was  provided 
in  the  Annex  of  the  Central  Primary  on  Cedar  street,  the 
tables,  which  are  in  use  to-day,  being  made  by  the  boys  of 
the  manual  training  department.  In  January,  1903,  prac- 
tical lessons  in  the  art  of  cooking  were  begun  under  the 
supervision  of  Mrs.  Clara  G.  Rhodes,  a  teacher  of  experience 
and  a  graduate  of  the  Lewis  Institute,  Chicago.  This  ex- 
periment of  the  women's  clubs  was  so  rational  and  so  suc- 
cessful that,  at  the  end  of  the  school  year,  the  Board  of  Edu- 
cation, without  a  dissenting  vote,  made  domestic  science  a 
regular  department  of  the  school.  Ample  provision  for  a 
domestic  science  department  for  both  cooking  and  sewing 
was  made  on  the  second  floor  of  the  Central  School  build- 
ing which  was  begun  in  1903  and  completed  in  1904.  Sew- 
ing was  made  a  part  of  the  work  in  September,  1906.  Pop- 
ular as  was  manual  training  with  the  boys,  domestic 
science  was  even  more  popular  with  the  girls.  This  was 
due  no  doubt  to  some  extent  to  the  sane  and  scientific  man- 
ner in  which  Mrs.  Rhodes  presented  the  work  and  to  the  in- 
terest and  industry  she  herself  displayed.  One  hundred  and 
eighty  girls  chose  the  work  the  first  year,  and  in  1910  there 
were  one  hundred  and  seventy-two  girls  enrolled  in  the 
cooking  department  and  one  hundred  and  thirty-three  in  the 
sewing ;  that  is,  three  hundred  and  five  of  the  four  hundred 
and  fifty-three  girls  enrolled  in  the  school  for  that  year  took 
domestic  science  work.  Of  that  number  only  seven  dropped 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       191 

the  work  during  the  year.  The  number  wishing  to  take  the 
work  was  always  so  great  that  the  girls  never  were  given 
more  than  one  lesson  a  week.  The  cost  of  the  supplies  for 
this  department  was  from  $10  to  $15  per  month. 

One  of  the  peculiar,  if   not   distinctive,  features  of  the 
Galesburg  High  School  in  this  period  was  that  it 
did  not  adopt  the  practice,  which  became  universal  HOW  the 
in  other  schools,   of   importing  a   speaker  for  its  n»ent  of 
graduating  exercises.     The  graduates  themselves  came  to 
did  all  the  speaking,  and  frequently  the  band  or 


orchestra  that  furnished  the  music  for  those  oc- 
casions was  composed  entirely  of  members  of  the  school. 
Only  such  of  the  graduates  as  desired  to  speak  appeared  on 
the  program,  which  was  limited  in  length  to  two  hours. 
This  necessarily  made  the  addresses  of  the  graduates  short. 
They  generally  occupied  from  three  to  six  minutes,  which  is 
time  enough  for  anyone  to  show  such  ability  and  talent  as 
he  may  possess,  and  that  is  what  the  people  are  interested 
to  know  on  such  occasions.  The  exercises  were  always 
held  in  the  largest  auditorium  in  the  city,  and  it  was  never 
large  enough  to  accommodate  all  who  came  to  attend. 

To  prepare  a  high  school  boy  or  girl  to  speak  to  an 
audience  of  two  thousand  or  more,  some  practice  in  public 
speaking  was  needed.  This  made  it  necessary  for  the  school 
to  provide  for  rhetorical  work,  to  excel  in  which  has  always 
been  regarded  as  a  most  valuable  accomplishment.  For 
one  to  understand  parliamentary  law  and  to  be  able  to  think 
and  speak  while  on  his  feet  was  never  more  important  than 
it  is  to-day  when  almost  every  person  is  a  member  of  one  or 
more  lodges  or  societies.  For  years  a  special  teacher  was 
employed  to  drill  those  of  the  graduates  who  were  to  speak 
on  commencement  day.  Miss  Harriet  Blackstone  who 
trained  the  graduates  of  1895  was  employed  by  the  Board 
of  Education  to  devote  half  time  during  the  entire  year  to 
such  work  with  all  the  classes.  The  success  of  the  first  year 
led  to  such  an  extension  of  the  work  that  it  was  necessary 


192  GALESBURG   PUBLIC   SCHOOLS 

to  employ  an  instructor  for  the  full  time.  In  this  way  came 
the  department  of  public  speaking  in  the  High  School — a 
direct  result  of  having  the  graduates  speak  on  commence- 
ment day.  It  is  worthy  of  note  that  the  department  was 
not  created  but  grew  naturally  out  of  the  conditions  exist- 
ing, which  is  the  only  kind  of  development  that  is  healthful. 
It  was  a  characteristic  of  the  school  in  this  period  that  noth- 
ing new  was  ever  added;  it  simply  came  in  response  to 
favorable  conditions  which  were  recognized  and  fostered  by 
the  management. 

In  1896,  the  year  after  public  speaking  was  made  a  part 

of  the  school  work,  this  school,  with  other  high 

tory  schools  in  this  section  of  the  state,  formed  an  or- 

ContestB. 

gamzation  which,  under  one  name  or  another  and 
composed  of  different  schools  at  various  times,  held  an- 
nually in  the  spring  a  declamatory  contest  in  which  three 
prizes  were  awarded.  The  students  took  great  interest  in 
these  contests  and  received  much  benefit  from  the  prelim- 
inary drilling  and  minor  contests  necessary  to  determine  the 
one  who  should  represent  the  school.  These  annual  con- 
tests continued  through  the  remaining  fifteen  years  of  the 
period,  and  the  Galesburg  High  School  won  at  least  its 
share  of  the  prizes — eight  firsts,  six  seconds,  and  one  third. 
It  was  in  these  contests  and  the  preparations  for  them  that 
the  fine  spirit  of  loyalty  for  which  the  school  became  so  well 
known  first  began  to  develop. 

When  the  boys  and  girls  came  to  realize  and  appreciate 
Literary       the   value  of  the  rhetorical    work   they   naturally 

Societies  J  * 

organized,  wanted  more  of  it  than  could  be  given  by  the  de- 
partment, though  the  work  found  its  way  into  some 
of  the  English  classes.  For  this  reason  a  number  of  the 
students  organized  themselves  into  two  literary  societies, 
the  Lincoln  Debating  Club  for  boys  and  the  Elizabethan 
Literary  Society  for  girls. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       193 

The  Lincoln  Debating  Club  was  organized  by  some 
twenty-five  boys,  February  12,  1904;  hence  its 
name,  which  was  adopted  after  they  were  unable 
to  agree  on  any  of  the  other  names  proposed.  The 
object  of  the  Club  was  to  acquire  practice  and  proficiency  in 
debating,  extemporary  speaking  and  parliamentary  law. 
Its  membership  was  limited  to  thirty-five.  This  Club  did 
much  for  many  of  the  boys  by  developing  them  in  the  art  of 
public  speaking  and  debating.  It  also  helped  the  school  by 
stimulating  its  literary  activities  and  by  bringing  it  victory 
after  victory  in  contests  with  other  schools.  From  1906  to 
the  close  of  the  period  the  Club  held  ten  debates  with  other 
high  schools ;  three  with  Springfield,  two  with  Quincy,  two 
with  Monmouth,  and  one  each  with  Joliet,  Burlington  and 
Kewanee.  In  these  ten  debates  the  Club  was  victorious  in 
all  but  one,  receiving  the  unanimous  decision  of  the  judges 
in  seven  of  them.  The  school  printing  plant,  which  cost  a 
thousand  dollars  and  on  which  the  school  paper,  The  Bud- 
get, is  printed,  was  bought,  paid  for  and  presented  to  the 
school  by  this  Club.  The  Lincoln  Debating  Club  will  live 
in  the  memory  of  many  a  man  as  the  place  where  he  first 
had  his  vision. 

The  Elizabethan  Literary  Society  was  organized  by  the 
girls  in  1905.     Its  object  was  the  same  as  that  of  Eliza_ 
the  Lincoln  Debating  Club,  and  its  membership  {JtSSy 
was  limited  to  thirty.    From  the  first  there  was  a  Society- 
friendly  rivalry  between  these  two    organizations,  which 
proved  to  be  stimulating  to  both.    One  of  the  events  of  the 
year  in  the  school  was  the  joint  debate  between  represent- 
atives of  these  societies.  There  were  six  annual  debates  thus 
held,  in  four  of  which  the  "Lizzies"  were  victorious.     In 
1910  this  Society  held  a  debate  with  the  Quincy  High  School 
and  was  successful  in  gaining  another  victory  for  the  school. 
In  three  of  the  successful    debates    which    the  "Lincolns" 


194  GALESBURG   PUBLIC   SCHOOLS 

held  with  other  high  schools,  the  "Lizzies  furnished  one 
member  of  the  team  which  was  composed  of  three  speak- 
ers. The  girls  also  rendered  valuable  service  in  the  editorial 
work  of  The  Budget. 

The  Budget  was  the  weekly  news  and  literary  organ  of 
The  the  school.    The  first  issue  bears  the  date  of  De- 

Budget,  cember  11,  1903.  Its  original  object  seems  to  have 
been  to  stimulate  writing  and  expression  in  the  rhetoric 
classes,  for  they,  under  the  instruction  of  Miss  Frances 
Arnold,  assumed  the  responsibility  of  doing  the  literary 
work.  The  editors  were  at  first  elected  for  a  month.  After 
the  first  month  the  editor  of  the  preceding  month  became 
the  assistant  of  the  next.  The  editor  thus  had  an  assistant 
who  understood  the  work  and  was  a  valuable  aid.  This 
plan  made  it  possible  for  many  persons  to  have  the  ex- 
perience and  training  given  by  such  work.  The  printing  of 
the  paper  was  done  by  the  boys  in  the  manual  training  de- 
partment. The  names  of  the  boys  who  set  the  type  and  did 
the  printing  appeared  on  the  issues  as  typesetters  or  pub- 
lishers. The  printing  was  done  on  a  small  hand  press  which 
would  print  a  page  five  by  seven  inches.  The  printing  outfit 
was  purchased  for  $105.50  of  Mr.  O.  J.  Colton,  who  ren- 
dered valuable  help  to  the  boys  by  showing  them  how  to  do 
the  work.  The  printing  plant  which  was  paid  for  by  the 
pupils  of  the  school  was  destroyed  by  the  fire  of  April  10, 
1904.  This  caused  the  publication  of  The  Budget  to  be 
suspended  for  a  time.  The  paper  was  revived  by  the  Lincoln 
Debating  Club  and  the  first  number  issued  under  its 
auspices  appeared  September  25,  1905.  It  was  printed  by 
the  Wright  brothers,  members  of  the  Club,  on  their  own 
press  until  May  14,  1906,  on  which  date  appeared  the  first 
issue  of  The  Budget  from  the  press  of  the  Lincoln  Debating 
Club.  The  school  was  always  loyal  in  its  support  of  The 
Budget,  nearly  every  student  feeling  that  it  was  his  duty 
to  be  a  subscriber  and  pay  the  annual  subscription,  fifty 
cents.  Those  who  have  carefully  investigated  the  subject 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       195 

claim  that  The  Budget  was  a  pioneer  among  the  high 
school  papers  in  the  West.  If  not  the  first,  it  was  one  of 
the  first  to  be  issued  weekly  and  printed  on  the  school's  own 
press,  all  the  work  being  done  by  the  pupils. 

The  Dramatic  Club,  composed  of  both  boys  and  girls, 
was  organized  in  1907.  All  those  who  took  the  Dramatic 
third  year  of  public  speaking  were  eligible  for  Club- 
membership  in  this  Club.  It  gave  three  plays  a  year  in  the 
study  hall  which  on  such  occasions  was  always  crowded  to 
overflowing.  From  these  plays,  to  which  an  admission  fee 
was  charged,  about  one  hundred  and  seventy-five  dollars 
were  netted  each  year,  which  amount  the  Club  invested  in 
pictures  and  statuary  for  the  school.  The  frieze  on  the 
north  side  of  the  study  hall  was  the  Club's  contribution,  in 
1910-11,  to  the  ornamentation  of  the  building. 

The  two  pianos,  the  curtains  and  scenery  for  the  stage, 
and  all  the  pictures  decorating  the  walls,  were  obtained  by 
means  of  entertainments  given  by  the  pupils  themselves 
under  the  auspices  of  the  teacher  in  charge  of  the  depart- 
ment of  public  speaking,  or  of  the  Dramatic  Club. 

In  the  spring  of  1906  the  members  of  the  Lincoln  De- 
bating Club  held  a  special  meeting  in  the  Board  of 
Education  rooms  at  which  they  decided  to  install  ing  riant 
a  printing  plant  in  the  High  School.  The  propo- 
sition involved  an  initial  outlay  of  $600  with  some  $400  more 
to  follow,  but  the  boys  found  no  difficulty  in  getting  persons 
willing  to  back  them  for  that  amount  for  such  a  purpose. 
After  consulting  with  various  printers  in  the  city,  a  10x15 
Chandler  and  Price,  Gordon  press  and  a  25-inch  Advance 
paper  cutter,  together  with  type,  imposing  stone,  etc.,  were 
ordered.  The  Board  of  Education  fitted  up  two  well-lighted 
rooms  in  the  basement  for  the  accommodation  of  the  plant, 
and  it  was  installed  within  sixty  days  after  the  Club  had 
decided  to  have  a  printing  outfit  of  its  own.  Mr.  Robert  A. 
Chandler,  then  a  teacher  in  the  school,  was  the  directing 
spirit  among  the  boys  at  that  time,  and  he  was  largely  in- 


1%  GALESBURG   PUBLIC   SCHOOLS 

strumental  in  securing  the  installation  of  this  plant.  A 
motor  to  run  the  press  was  purchased  in  the  fall  of  1906  and 
additional  equipment  was  added  as  the  means  at  the  com- 
mand of  the  Club  would  allow.  In  two  years  and  six  months 
the  plant  was  completed,  the  entire  cost  being  over  $1,000. 
After  all  the  indebtedness  had  been  paid  the  Lincoln 
Debating  Club,  at  a  banquet  held  in  the  Central 
printing  Church  on  the  evening  of  Lincoln's  one  hundredth 
presented  birthday  and  of  the  fifth  anniversary  of  the  organ- 
Board  ization  of  the  Club,  presented  the  entire  plant  to 
the  Board  of  Education.  Mrs.  G.  W.  Thompson 
graciously  accepted  the  gift  on  behalf  of  the  Board.  Under- 
takings like  this,  successfully  carried  through,  are  what 
make  men  out  of  boys,  and  at  the  same  time  the  effect  on 
the  school  is  invaluable. 

After  the  press  was  placed  in  the  school  an  average  of 
Work  thirty  boys  each  year  did  work  in  the  print  shop, 
thTprint  learning  to  set  type,  doing  the  printing  for  the 
shop.  school,  getting  out  The  Budget  each  week,  doing 
much  of  the  printing  for  the  Board  of  Education  and  any 
other  odd  job  that  happened  to  come  to  them.  The  boys 
never  solicited  work  as  The  Budget  never  asked  or  received 
any  advertising  from  the  merchants,  except  for  two  special 
numbers.  The  boys  always  found  the  printers  of  the  city 
ready  and  willing  to  help  them  learn  the  elements  of  the 
trade.  Mr.  S.  A.  Wagoner  frequently  rendered  valuable 
assistance  to  the  young  printers. 

It  was  soon  found  to  be  best  to  have  some  one  with  ex- 
perience to  teach  the  boys  each  day  for  an  hour  or 

Expenses  J 

of  the  more.  At  first  a  regular  printer  was  employed  by 
the  boys.  It  was  not  long,  however,  before  some 
of  the  boys  in  the  shop  became  competent  to  act  as  foremen. 
For  several  years  graduates  of  the  school  who  were  attend- 
ing college  served  in  that  capacity  and  were  paid  for  their 
time.  The  profits  of  the  shop  were  taken  to  pay  for  this 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       197 

help,  which  cost  on  an  average  about  $200  a  year.  The 
Board  of  Education  never  paid  a  dollar  for  the  support  of 
this  department.  The  boys  took  great  pleasure  and  pride  in 
meeting  all  the  expenses  incurred. 

No   other   activity  in   the  school  offers   greater  advan- 
tages  for   growth  and  development   than  do   the  ^^  ^ 
print   shop   and   The  Budget   in   the   typesetting  g*J*to« 
room  and  press  room,  on  the  editorial  staff  and  in 
the  circulation  department,  in  purchasing  supplies  and  keep- 
ing accounts.    These  furnish  the  best  of  work  for  the  brain, 
the  hand  and  the  eye,  and  call  for  a  large  exercise  of  judg- 
ment and  common    sense.     A  thousand    dollars    a  year  is 
made  and  expended  by  the  students  in  this  department,  a 
report  of  which  is  annually  made  to  the  Board  of  Education. 
It  is  a  bit  of  real  life  in  school  work — something  in  which 
the  education  of  to-day  is  woefully  deficient. 

The    Gregg    Shorthand    Club    was    organized    in    1906. 
Members  of  the  advanced  class  in  shorthand  are 
eligible  to  this    Club.    Its  object   was   to  develop  shorthand 

•  •  /»  Club. 

special  proficiency  in  the  art  of  stenography,  to 
contribute  something  from  time  to  time  to  the  permanent 
interests  of  the  school  and  to  provide  social  entertainment 
for  its  members.  It  did  a  great  amount  of  work  in  getting 
out  the  outlines  and  examination  questions  for  the  school, 
and  its  income  from  doing  outside  work  at  times  was  con- 
siderable. It  made  valuable  contributions  to  the  decoration 
of  the  building,  but  its  most  notable  work  was  the  publica- 
tion, in  1907,  of  a  History  of  the  Galesburg  High  School. 
This  history,  consisting  of  eighty-six  pages,  was  prepared 
and  financed  entirely  by  this  Club. 

The  first  History  of  the  High  School  was  printed  in  1899. 
It  was  published  by  Roy  Livingston  Piatt,  a  stu- 
dent in  the  school.     It  was  his  own  idea  and  he  History 
had  the  ability  and  energy  to  carry  it  out,  doing  ni«h 
the  work  and  assuming  all  the  financial  responsi- 


198  GALESBURG   PUBLIC    SCHOOLS 

bility.  It  was  a  great  undertaking  for  a  boy  in  his  teens,  but 
the  result  was  a  book  of  seventy-four  pages  that  reflected 
great  credit  on  the  school  as  well  as  on  the  author. 

Der  Kaiser  Wilhelm  Verein,  a  German  Club,  was  organ- 
German  *zed  m  1909.  Its  object  was  to  make  its  members 
ciub.  more  capable  of  conversing  in  German  and  to 

learn  something  about  the  country  of  Germany  itself.  Its 
meetings  were  held  once  a  month  at  the  home  of  the  teacher 
of  German,  Miss  Bess  Henry,  and  the  programs  included 
games,  songs  and  conversation  in  German.  The  member- 
ship of  the  Club  was  limited  to  students  doing  the  second 
year  work  in  German.  On  special  occasions  such  as  Hal- 
lowe'en and  Christmas  time,  the  Club  gave  entertainments 
in  the  gymnasium. 

While  music  was  never  taught  in  the  High  School  yet 
after  Mr.  Frank  D.  Thomson  became  Principal  in 

Musical  -01- 

organiza-  1895,  the  pupils  were  encouraged  in  many  ways  to 
improve  their  musical  talents.  The  first  musical 
organization  was  a  band  composed  of  seventeen  boys.  Each 
boy  furnished  his  own  instrument  and  bought  his  own 
music.  Two  of  the  teachers,  Mr.  Frank  D.  Thomson  and 
his  brother,  Presson,  gave  their  services  and  instructed  the 
boys  one  or  two  evenings  a  week.  This  was  in  1897,  and  so 
well  did  the  boys  do  that  this  band  furnished  the  music  for 
the  graduating  exercises  of  1898.  Later  several  of  the  boys 
were  able  to  play  with  credit  in  similar  organizations  in  the 
city.  The  morning  exercises  in  the  study  hall  and  the  en- 
tertainments given  by  the  public  speaking  department, 
created  a  demand  for  music  and  offered  an  excellent  oppor- 
tunity for  its  development.  All  that  was  needed  was  en- 
couragement and  direction,  which  Mr.  Thomson  was  most 
able  and  willing  to  give.  The  result  was  that  there  were 
always  some  musical  organizations  in  the  school,  generally 
an  orchestra  of  from  ten  to  twenty  pieces,  and  a  girls'  glee 
club  and  a  boys'  glee  club  of  from  ten  to  thirty  voices  each. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       199 

Twice  a  band  was  organized  and  in  each  case  it  was  a  suc- 
cess and  was  the  pride  of  the  school.  There  is  no  difficulty 
in  having  music  in  a  school  provided  some  of  the  teachers 
are  able  and  willing  to  direct  it. 

While  there  were  the  usual  athletic  organizations  in  the 
school,  they  never  came  into  prominence  or 
achieved  any  special  distinction.  The  atmosphere  organiza- 
of  the  school  was  not  conducive  to  their  develop- 
ment any  more  than  it  was  to  the  organization  of  fraterni- 
ties and  sororities — two  institutions  which,  by  the  way, 
were  never  heard  of  in  the  Galesburg  High  School.  The 
students  were  too  much  occupied  in  the  manual  training  de- 
partment, the  print  shop  and  in  other  groups  working  along 
literary  lines  to  become  enthusiastic  over  athletics  or  social 
functions — and  one  of  the  necessary  elements  of  success  in 
any  school  enterprise  is  enthusiasm.  There  is  nothing  more 
important  in  education  than  physical  training,  such  as  is 
given  in  the  grades  where  all  take  part  in  it  and  none  pur- 
sue it  to  exhaustion.  The  school  was  a  member  of  the  Mil- 
itary Tract  Athletic  Association  for  sixteen  years,  and  in 
that  time  it  took  first  place  once  and  second  place  once.  In 
the  Big  Eight  Association  it  took  first  place  twice. 

There  were  no  men  teaching  in  the  High  School  previous 
to  1895.  In  that  year  when  Mrs.  Mary  E.  Gettemy  Men 
who  had  been  the  efficient  Principal  for  twenty  Teacher»- 
years,  asked  to  be  relieved  of  the  responsibility  of  the  prin- 
cipalship,  Mr.  Frank  D.  Thomson  was  made  Principal.  At 
the  same  time  it  was  decided  by  the  Board  that  the  teach- 
ing force  in  the  future  should  be,  as  far  as  possible,  com- 
posed equally  of  men  and  women.  There  was  no  thought  of 
making  any  reflection  on  either  sex  in  this  action.  That  is 
the  composition  of  the  home,  and  the  normal  home  is  a  good 
model  for  the  school  in  most  respects.  This  policy  was  fol- 
lowed in  practice  with  good  results.  In  1910  there  were 
sixteen  women  and  eleven  men  in  the  corps  of  teachers. 


200  GALESBURG   PUBLIC    SCHOOLS 

Special  attention  was  given  to  those  pupils  who  for  any 
reason  and  at  any  time  found  their  work  difficult. 
uai  in-  It  was  a  pronounced  policy  of  the  school  to  allow 
no  one  to  fail  if  it  were  possible  to  prevent  it.  It 
was  considered  a  mark  of  superior  teaching  to  hold  a  pupil 
in  school  rather  than  to  allow  him  to  drop  out,  to  get  him 
finally  through  his  work  rather  than  to  have  him  fail  in  the 
end.  The  program  was  so  arranged  that  each  teacher  had 
at  least  one  period  a  day  that  was  devoted  to  giving  indi- 
vidual help  to  such  as  needed  it.  It  was  made  impossible 
for  a  pupil  to  lay  the  cause  of  his  failure  on  any  one  but  him- 
self. This  helping  period  no  doubt  saved  many  a  pupil,  and 
it  brought  about  a  relation  between  the  teachers  and  pupils 
that  was  conducive  to  a  proper  school  spirit. 

The  study  hall  plan  was  one  of  the  important  features 
of  the  school.  In  place  of  many  class  rooms  there 
SaiiPiwf  was  one  stu(ly  hall  that  was  large  enough  to  ac- 
commodate every  pupil  with  a  seat  and  desk. 
There  all  the  pupils  assembled  twice  a  day,  at  the  opening 
of  each  session;  there  they  went  to  prepare  their  lessons 
when  they  were  not  reciting.  These  daily  assemblies  gave 
the  Principal  an  opportunity,  such  as  the  head  of  every  in- 
stitution should  have,  to  direct  and  mold  the  sentiment  of 
the  students  by  saying  the  right  word  at  the  right  time  and 
in  the  right  way.  When  a  contest  or  an  entertainment  was 
about  to  take  place  a  mass  meeting  was  frequently  held  at 
the  close  of  the  morning  exercises.  At  these  meetings  some 
of  the  students  would  address  the  school  in  the  interests  of 
the  coming  event,  and  a  student  or  a  teacher  would  lead  in 
the  school  yells  which  would  be  given  by  the  entire  body 
with  the  same  feeling  of  propriety  with  which  they  had 
joined  in  the  morning  devotionals.  Some  of  the  most  inter- 
esting treats  the  school  enjoyed  were  the  opening  exercises 
which  were  conducted  by  the  "Lincolns"  or  the  "Lizzies." 
There  were  generally  two  of  these  each  year,  and  some  of 


MRS.   SARA   M.    McCAt_t- 

1869-76 


MRS.    MARY,  E,   G£.,T.fEN.Y 

1376-95 


PRINCIPALS   OF   THE   HIGH    SCHC>QL''\  • 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       201 

them  were  models  of  keen  wit  and  sparkling  humor.  These 
are  good  examples  of  the  freedom  and  initiative  which  were 
allowed  the  students  and  which  were  never  abused.  This 
close  association  of  the  student  body  also  called  forth  and 
inspired  the  musical  and  literary  talents  of  the  pupils.  The 
study  hall  plan  is  a  great  means  of  unifying  the  student 
body  and  creating  an  esprit  de  corps  that  is  invaluable  to  a 
school. 

The  object  of  the  school  was  to  make  it  a  place  where 
every  one,  no  matter  what  type  of  mind  he  might 
have,  would  find  something  that  appealed  to  him  for  the 
and  into  which  he  could  throw   his  energies  and  of  the 

School. 

thus  discover  what  manner  of  person  he  was.  An 
education  that  does  not  reveal  to  one  his  special  gift  is,  to 
say  the  least,  of  questionable  value.  The  growth  of  the 
High  School  in  this  period  was  phenomenal,  amounting  to 
five  hundred  and  fifty-five  per  cent,  while  the  grades 
and  the  population  increased  but  sixty-two  per  cent. 
The  cause  of  this  growth  was  frequently  the  subject  of 
discussion.  Different  reasons  were  assigned  for  it  by 
different  persons.  To  attribute  it  to  any  one  cause 
would  be  to  make  a  striking  exhibition  of  narrowness.  The 
broadened  curriculum,  with  its  manual  training,  domestic 
science,  department  of  public  speaking  and  commercial 
branches,  such  as  bookkeeping,  stenography,  typewriting, 
etc.,  the  elective  system,  the  study  hall  plan,  the  helping 
periods  and  the  student  enterprises,  such  as  debating  clubs, 
print  shop,  The  Budget,  dramatic  club,  literary  contests, 
musical  organizations,  and  the  remarkable  school  spirit  with 
its  loyalty  and  enthusiasm  permeating  every  school  activity 
— each  of  these  contributed  a  part,  some  more  than  others. 
But  all  of  these  combined  would  have  fallen  short  of  the  suc- 
cess attained  had  it  not  been  for  the  character  and  person- 
ality of  the  man  at  the  head  for  fourteen  years,  Mr.  Frank 
D.  Thomson. 


202  GALESBURG   PUBLIC    SCHOOLS 

The  high  school  holds  the  significant  place  in  the  educa- 
tional institutions  of  this  country.  A  good  high 
nmcanf~  school  in  a  community,  that  is,  a  high  school  doing 
oflafhe  good  work  and  whose  attendance  approximates 
Sfh?oL  *ts  proportion  of  the  school  population,  is  con- 
clusive evidence  that  the  elementary  schools  in 
that  community  are  in  good  condition;  for  it  is  from  these 
schools  that  all  the  material  of  the  high  school  comes  as, 
on  the  other  hand,  the  high  school  now  supplies  the  colleges 
and  universities  with  their  students.  For  this  reason  a 
board  of  education  should  never  hesitate  to  expend  on  its 
high  school  whatever  money  is  needed  to  make  it  the  very 
best,  provided  always  that  the  attendance  approximates  its 
proportion  of  the  school  population  of  the  district.  If  the 
time  and  money  now  expended  by  teachers  of  the  high 
school  and  those  who  are  directly  responsible  for  its  man- 
agement in  gaining  a  knowledge  of  college  requirements 
and  in  adapting  their  work  to  these  requirements,  were 
given  to  a  first  hand  study  of  the  conditions  and  problems 
that  the  elementary  schools  must  meet  and  to  a  like  study 
of  the  industrial  and  social  conditions  of  the  community,  it 
would  be  better  for  the  interests  of  education  because  the 
relations  of  the  high  school  to  these  institutions  and  condi- 
tions are  vital.  The  measure  of  the  vital  relation  of  the  high 
school  to  the  college  and  university  is  the  proportionate 
number  of  its  students  who  enter  these  institutions.  The 
number  of  such  students  has  greatly  increased  within  recent 
years  and  it  will  continue  to  increase  as  the  high  school 
grows,  but  the  ratio  of  those  entering  the  college  or  uni- 
versity to  those  attending  the  high  school  is  small  and  will 
become  less  as  the  high  school  develops  in  efficiency — effi- 
ciency that  meets  the  needs  of  the  people.  For  this  reason 
the  high  school  of  the  future,  as  well  as  of  the  present, 
should  make  the  social  and  economic  conditions  of  the  com- 
munity its  great  subject  of  study  rather  than  the  require- 
ments of  the  college  and  university. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       203 
13.      THE  ELECTIVE  SYSTEM. 

All  the  studies  in  the  Galesburg  High  School  were  made 
elective  in  1895.    As  this  was  the  first  high  school 
to  recognize  and  adopt  the  elective  principle  in  its  ie»  Made 
curriculum  and  as  practically  all  high  schools  later 
adopted    it    to    some     extent    at    least,    it    may    be    worth 
while  to  give  a  few   of  the   reasons  that  led   to  this  radical 
departure  from  the  traditions  of  the  past. 

A  careful  record  which  had  been  kept  of  the  previous 
five  years  showed  that  forty  per  cent  of  those  en- 
tering the  school  dropped  out  during  the  first  year,  for  Mak- 
Of  this  number  over  one-half  left  school  because  studies 

Elective. 

they  were  failing  to  do  the  work  in  some  subject. 
They  knew  that  failure  in  any  subject  meant  that  they  could 
never  receive  a  diploma  from  the  school.  Yet  failure  in  any 
subject,  important  though  it  might  be,  did  not  seem  to  be  a 
ftufricient  reason  for  discouraging  a  pupil  in  his  effort  to  get 
an  education.  A  wise  parent  would  not  treat  his  own  child 
in  that  way.  For  this  very  reason  he  would  make  all  the 
more  effort  to  find  some  other  line  of  work  that  the  child 
Could  follow  advantageously.  A  school  should  treat  its 
pupils  as  a  wise  parent  does  his  child.  It  was  thought  by 
the  Board  that  nothing  could  be  more  absurd  than  to  think 
Of  education  as  consisting  of  a  knowledge  of  certain  subjects, 
Unless  it  might  be  to  insist  on  giving  all  types  of  mind  the 
dame  training.  It  was  certainly  a  recognition  of  these  two 
absurdities  when  the  high  schools  first  divided  their  cur- 
riculum into  two  or  more  courses  of  study.  If  no  pupil  took 
all  the  subjects  taught  in  the  school,  why  not  allow  him  to 
choose  those  that  appealed  to  him,  those  that  enlisted  his 
interest  and  for  which  he  was  naturally  equipped?  There 
Was  certainly  nothing  sacred  in  the  different  courses  of 
study,  either  as  to  subjects  taught  or  in  their  arrangement, 
for  at  that  time  there  were  hardly  two  high  schools  in  the 
country  in  which  similar  courses  were  composed  throughout 


204  GALESBURG   PUBLIC   SCHOOLS 

of  the  same  subjects.  Neither  were  the  subjects  arranged  in 
the  same  sequence.  This  was  in  the  days  when  high  schools 
were  not  standardized  by  universities  and  colleges. 

In  order  that  the  diploma  given  might  not  be  deceptive, 
Form  of  a  certain  number  of  credits  was  assigned  to  each 

Diploma 

Used.  subject  and,  when  a  required  number  of  these 
credits  was  made  by  the  pupil,  he  was  given  a  diploma  in 
which  each  subject  he  had  completed,  with  the  number  of 
credits  assigned  to  it,  was  written.  Thus  the  door  to  hon- 
orable graduation  was  never  closed  on  the  pupil  by  the 
school. 

No  objection  was  made  to  this  plan  in  Galesburg  by  the 
OPPO-  teachers,  the  pupils  or  the  parents,  but  it  was  too 
Elective  radical  a  departure  from  the  beaten  path  to  be  ac- 
stndies.  cepted  by  the  profession,  even  with  modifications, 
without  much  opposition.  The  discussion  began  in  1899, 
when  the  Superintendent  of  the  Galesburg  Schools  read  a 
paper  on  the  subject  before  the  Department  of  Superintend- 
ence of  the  National  Educational  Association  at  Columbus, 
Ohio.  Within  two  years  following  this  meeting  he  was 
called  to  present  the  subject  at  our  State  University  before 
its  Conference  of  High  Schools,  at  Chicago  University  be- 
fore the  Conference  of  Affiliated  and  Accredited  Schools, 
and  before  the  Illinois  State  Teachers'  Association.  A  warm 
discussion,  participated  in  by  many,  followed  the  presenta- 
tion of  the  subject  at  each  of  these  meetings.  The  elective 
plan  met  strong  opposition  generally  from  college  men,  but 
it  found  friends  among  superintendents  and  high  school 
men. 

Under  this  system  a  pupil  on  entering  the  High  School, 
with  the  advice  of  his  parents  and  eighth  grade 

Elective  t 

system        teacher,  selects  the  studies  he  wishes  to  pursue, 

Explained. 

the  same  freedom  being  given  the  pupil  in  the  se- 
lection of  a  subject  that  has  always  been  given  him  under 
the  prescribed  course  system  in  choosing  his  entire  course. 
In  one  case  he  chooses  the  course  for  a  term,  in  the  other  for 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       205 

three  or  four  years.  The  same  freedom  allowed  at  the  be- 
ginning is  granted  whenever  a  subject  is  completed  and  an- 
other one  is  to  be  taken  up.  The  value  of  each  subject  is  con- 
stantly explained  and  impressed  upon  the  pupil.  This 
method  affords  an  opportunity  of  adapting  the  work  to  a 
pupil  as  his  type  of  mind  is  revealed  and  his  capacity  is 
manifested. 

In  less  than  two  years  after  this  system  was  adopted  the 
school  building  had  to  be  more  than  doubled  in 

Effects 

capacity  to  accommodate  those  applying  for  ad-  on  At- 

.      .      J      T         ,  .        .  -7,  tendance. 

mission.    In  this  time  there  was  practically  no  in- 
crease in  the  enrollment  in  the  grades. 

Another  matter  that  brought  on  the  school  considerable 
criticism  from  the  profession  was  the  three-year 
course  of  study.  Previous  to  1903  there  were  only  •*  the 
three  years  in  the  course  of  study.  The  reason  for  Year 
this  was  simple  and  certainly  sufficient.  The  two 
colleges  in  the  city  each  had  a  preparatory  department 
which  consisted  of  three  years.  Under  these  circumstances 
the  only  practical  thing  to  do  was  to  have  the  course  in  the 
High  School  three  years  also.  When  the  two  colleges 
lengthened  their  preparatory  courses  to  four  years,  then,  in 
1903,  a  fourth  year  was  added  to  the  Latin,  or  college 
course,  in  the  High  School.  At  the  same  time  the  three- 
year  course  was  retained,  and  it  was  this  fact  that  caused 
the  criticism  to  be  renewed.  No  other  high  school  in  any 
city  of  considerable  size  in  the  state  had  at  that  time  any- 
thing but  a  four-year  course.  It  was  claimed  by  the  profes- 
sion, especially  by  the  colleges,  that  such  a  course  was  low- 
ering the  standard  of  education.  The  North  Central  Asso- 
ciation of  Colleges  and  Secondary  Schools  refused  to  place 
the  Galesburg  High  School  on  its  accredited  list,  though  no 
one  at  that  time  had  asked  to  have  it  accredited.  By  some 
people  much  was  made  of  this  fact.  When  their  criticism 
reached  the  members  of  the  Board  of  Education  and  the  cit- 
izens it  naturally  had  the  desired  effect  on  some,  and  in  a 


206  GALESBURG   PUBLIC   SCHOOLS 

moment  of  weakness  the  three-year  course  came  near  to  be- 
ing sacrificed.  At  that  critical  time,  March,  1910,  the  mat- 
ter was  taken  up  with  Dr.  H.  A.  Hollister,  High  School 
Visitor  of  the  University  of  Illinois,  who  was  that  year  a 
member  of  the  committee  that  was  to  make  the  report  on 
the  schools  to  be  accredited.  The  following  letter  was  writ- 
ten to  him  at  that  time : 

"Galesburg,  111.,  March  18,  1910. 
"Mr.  H.  A.  Hollister, 

High  School  Visitor, 

University  of  Illinois, 
Champaign,  111. 

Dear  Mr.  Hollister: — Last  Monday,  largely  by  chance,  I  had 
an  informal  conference  with  three  members  of  our  Board  of  Educa- 
tion on  the  advisability  of  adding  another  year  to  our  Three  Year 
Course.  They  said  to  me,  "If  you  will  make  such  a  recommenda- 
tion to-night  at  the  Board  meeting,  it  will  no  doubt  be  adopted." 
After  talking  with  the  Principal  of  the  High  School  and  some  of 
the  teachers  who  are  recognized  as  very  competent  and  have  been 
connected  with  the  school  many  years  and  understand  thoroughly 
its  workings,  I  could  not  persuade  myself  to  make  the  recommenda- 
tion, though  I  could  see  the  points  in  its  favor. 

I  am  going  to  write  you  quite  a  long  letter  in  explanation, 
and  give  you  the  situation  as  it  is  to-day  in  our  High  School.  The 
enrollment  for  February  was  690;  of  these  pupils 

240  are  doing  their  first  year's  work. 
192  are  doing  their  second  year's  work. 
135  are  doing  their  third  year's  work. 
123  are  doing  their  fourth  year's  work. 

The  number  who  are  expecting  to  graduate  this  year  is  151,  and  I 
inclose  a  tabulation  of  these  which  I  hope  you  will  examine  care- 
fully. 

You  will  see  that  62  of  these  have  completed  the  four  year 
course  and  that  26  of  those  who  will  receive  a  Three  Year  diploma 
have  been  in  the  school  four  years.  Thus  88  of  the  class  have  had 
the  benefit  of  four  years  of  training  in  the  High  School.  You  will 
notice  that  the  enrollment  of  the  school  by  classes  shows  that  there 
are  123  in  the  4th  year.  Subtracting  the  88  who  are  to  graduate, 
from  this  number,  leaves  35  in  the  4th  year  to  be  accounted  for. 
Seventeen  of  these  thirty-five  graduated  last  year,  receiving  a  Three 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       207 

Year  diploma,  and  returned  this  year  to  do  the  4th  year's  work. 
This  leaves  18  in  the  4th  year  who  are  doing  special  work  and  will 
receive  no  diploma. 

I  want  to  call  your  special  attention  to  the  26  who  are  grad- 
uating as  3rd  year  students  but  have  been  in  the  school  four  years. 
It  is  the  opinion  of  the  teachers  that  most  of  these  would  have 
dropped  out  of  school  two  years  ago,  had  there  been  only  a  four 
year  course,  their  parents  being,  in  many  cases,  unable  to  send  them 
five  years  saying  nothing  about  those  who  could  not  have  been  in- 
duced to  spend  that  length  of  time  in  High  School. 

My  contention  is,  that,  by  having  one  of  the  courses  in  the 
High  School  a  three  year  course,  it  holds  a  large  number  of  pupils 
in  school  one  to  three  years  longer,  these  26  in  the  present  grad- 
uating class  being  one  illustration. 

Our  city  has,  probably,  a  population  of  25,000.  Last  month 
the  total  enrollment  of  pupils  was  3,501,  of  whom  690,  or  19.7  per 
cent  are  in  the  High  School.  The  average  for  the  year  will  be,  and 
has  been  for  years,  20  per  cent.  I  believe  you  would  find  that  the 
attendance  at  our  High  School  is  50  per  cent  greater  than  at  other 
High  Schools  in  cities  of  approximately  our  size. 

That  it  does  not,  on  the  other  hand,  lower  the  standard  of  the 
school  nor  work  injury  to  the  other  pupils  by  causing  them  to  cut 
short  their  course  (the  form  of  the  two  diplomas  being  such  as  to 
indicate  exactly  what  each  graduate  has  done),  I  submit  the  record 
of  the  present  graduating  class  as  evidence.  The  number  of  pupils 
in  our  High  School  who  complete  the  four  years'  work  is  as  great 
as  in  other  cities  the  size  of  Galesburg.  The  number  of  three  year 
graduates  is,  practically,  clear  gain  over  other  schools.  They  might 
be  considered  as  a  by-product,  as  what  is  done  in  Galesburg  with 
that  which  would  otherwise  be  treated  as  waste. 

I  cannot  conceive  that  the  work  of  the  Galesburg  High 
School  would  not  meet  with  the  cordial  approval  and  endorsement, 
even,  of  the  educators  who  comprise  the  North  Central  Association 
of  Colleges  and  Secondary  Schools,  if  these  facts  were  properly 
presented  to  them.  While  a  school  is  doing  the  work  required  of 
secondary  schools  by  this  Association  and  while  as  many  are  taking 
advantage  of  it  as  in  other  cities  of  like  size,  its  policy  cannot  be  to 
discourage  or  limit  any  work  such  a  school  can  do  for  that  great 
number  who  are  destined  never  to  enter  a  college.  This  Associa- 
tion, by  placing  on  its  accredited  list  all  of  our  neighboring  High 
Schools  and  leaving  off  the  Galesburg  High  School,  is  putting  an 
unmerited  stigma  upon  it  and  upon  the  city  which  has  done  and  is 


208  GALESBURG   PUBLIC    SCHOOLS 

doing  as  much  for  education  as  any  city  of  its  size  within  the  limits 
of  the  Association. 

Will  you  kindly  bring  this  matter  before  the  proper  com- 
mittee of  the  Association  and  ask  them  to  lift  the  ban  which  is 
heavy  —  as  heavy  as  the  influence  of  the  Association? 

You  have  my  permission  to  use  this  letter  in  any  way  you 
may  desire. 

Trusting  that  this  may  not  only  meet  with  your  favor,  but 
that  you  will  be  able  to  present  the  facts  to  the  North  Central  As- 
sociation of  Colleges  and  Secondary  Schools  in  such  a  way  as  to 
gain  both  their  approval  and  endorsement  of  the  Galesburg  High 
School,  I  am, 

Yours  very  truly, 

W.  L.  STEELE." 

To  the  credit  of  the  open-mindedness  of  the  committee 
and  the  members  of  the  Association,  the  Galesburg  High 
School  was  placed  on  the  accredited  list  of  the  North  Cen- 
tral Association  of  Colleges  and  Secondary  Schools,  March 
25,  1910.  There  can  be  no  question  that  there  is  a  place  in 
the  high  school  for  a  short  course.  The  length  of  the  course 
of  study  in  a  system  of  popular  education  is  not  so  impor- 
tant as  the  number  of  those  who  take  full  advantage  of  it; 
that  is  basic.  When  it  comes  to  higher  education,  that  is 
another  and  a  different  question,  a  fact  the  failure  to  recog- 
nize which  has  caused  the  development  of  a  system  of  pop- 
ular education  in  many  respects  unsuited  to  the  needs  of  the 
people.  It  is  significant  that  Chicago  placed  a  two-year 
course  in  its  high  school  in  1910  and  that  St.  Louis  has  done 
the  same. 

14.       THE   BOARD   AND    ITS    EXPERIENCES. 

Faithfulness,    harmony   and   permanency    characterized 

the  membership  of  the  Board  of  Education  in  this 

Members      period.     The  members  were  faithful  in  attending 


the  meetings  of  the  Board.  Seldom  was  a  member 
absent  when  he  was  in  the  city  and  not  confined  to  his  home 
by  illness.  In  twenty-six  years  there  was  only  one  regular 
meeting  at  which  there  was  not  a  quorum  present,  and  that 


BOARD    OF    EDUCATION 
At  close  of  the  Half-Century,  June   12,   1911. 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       209 

was  the  August  meeting  of  1907.  In  addition  to  the  regular 
committee  work,  it  was  a  custom  of  the  Board  as  a  body  to 
inspect  annually  all  the  buildings  at  the  close  of  the  school 
year  and  to  decide  at  such  times  what  repairs  and  improve- 
ments should  be  made  on  each.  In  this  way  every  member 
had  a  personal  knowledge  of  the  conditions  of  the  different 
buildings.  As  each  member  is,  by  the  rules  of  the  Board, 
constituted  a  local  committee  to  have  charge  of  the  build- 
ings in  his  ward,  this  information  was  particularly  valuable. 

It  was  the  custom  of  the  Board  not  to  act  on  any  im- 
portant matter  until  all  the  members  could  concur 
in  the  action.  No  member  ever  thought  of  getting  in 
a  measure  through  the  Board  by  a  bare  majority 
vote.  In  the  work  of  the  committees  the  same  was  true.  If 
any  member  of  the  Teachers'  Committee  for  example,  ob- 
jected to  the  appointment  of  an  applicant,  that  person  would 
not  be  appointed.  As  a  result  there  were  never  any  factions 
in  the  Board  and  every  member,  realizing  the  consideration 
given  his  vote,  exercised  the  greatest  care  in  forming  his 
opinion.  This  state  of  harmony  could  not  have  prevailed 
had  the  members  been  elected  by  factions,  political  and  oth- 
erwise, that  are  found  in  every  city,  or  had  they  sought  the 
office  for  personal  reasons.  Propositions  that  were  right 
and  wise  would  naturally  under  such  conditions  get  a  favor- 
able hearing. 

Faithfulness  and  harmony  made  the  membership  of  the 
Board  very  properly  permanent.    In  these  twenty-  Perma- 
six  years  there  were  only  twenty-seven  different  SJeBolJd 
members.     Four  persons  served  as  directors  from  Members, 
the  First  Ward :    Mr.  S.  J.  Parry,  two  years ;     Hon.  O.  F. 
Price,  seven  years;    Miss  M.  Evelyn    Strong,  eight  years; 
and  Mrs.  G.  W.  Thompson,  nine  years.    Six  served  from  the 
Second  Ward :    Mr.  C.  C.  Merrill,  fifteen  years ;  Mr.  L.  N. 
Thompson,  three  years;  Mr.  J.  C.  Tunnicliff,  one  year;  Mr. 
J.  W.  Hammond,  three  months;  Mr.  Charles  E.  Johnson, 
five  years;    and   Mr.  W.  S.  Purington,  two   years.     Three 


210  GALESBURG   PUBLIC   SCHOOLS 

served  from  the  Third  Ward :  Mr.  N.  C.  Woods,  four  years ; 
Mr.  G.  A.  Murdoch,  seven  years;  and  Mr.  L.  F.  Wertman, 
fifteen  years.  Four  served  from  the  Fourth  Ward :  Mr.  G. 
L.  Arnold,  one  year ;  Mr.  F.  S.  Bartlett,  nine  years ;  Mr.  J. 
W.  Hammond,  twelve  years ;  and  Mr.  R.  O.  Ahlenius,  four 
years.  Four  served  from  the  Fifth  Ward:  M.  D.  Cooke, 
Esq.,  four  years;  Hon.  F.  F.  Cooke,  two  years;  Mr.  C.  E. 
Switzer,  four  years;  and  Mrs.  H.  W.  Read,  sixteen  years. 
The  Sixth  Ward  had  but  one  director  in  these  twenty-six 
years,  Mr.  L.  T.  Stone.  Four  served  from  the  Seventh 
Ward:  Mr.  S.  B.  Inman,  twelve  years;  Mr.  Charles  Van 
Brunt,  eight  years ;  Mr.  W.  A.  Marshall,  two  years ;  and  Mr. 
J.  J.  Berry,  four  years.  Of  these  members  Mr.  Parry  had 
served  eight  years  in  the  previous  period ;  Mr.  Murdoch,  six 
years ;  Mr.  Arnold,  eleven  years ;  Mr.  Cooke,  nine  years ;  and 
Mr.  Stone,  seven  years.  To  Mr.  Stone  belongs  the  dis- 
tinguished honor  of  having  served  on  the  Board  of  Educa- 
tion longer  than  any  other  citizen — thirty-three  consecutive 
years.  In  June,  1911,  he  was  elected  for  the  twelfth  term. 

Miss  M.  Evelyn  Strong,  of  the  First  Ward,  was  the  first 
Women  woman  to  be  elected  a  member  of  the  Board  of 
Board  of  Education.  This  was  in  June,  1894.  The  following 
tion.  year  Mrs.  Henry  W.  Read,  of  the  Fifth  Ward,  was 

elected  a  member.  When  Miss  Strong  resigned  in  May, 
1902,  Mrs.  G.  W.  Thompson  was  elected  as  her  successor. 
These  three  ladies  demonstrated  thoroughly  that  a  woman 
can  render  valuable  service  on  a  board  of  education. 

During  this  period,  no  members  of  the  Board  who  were 
candidates  for  re-election  were  defeated  except  in 

How 

changes  one  year,  and  yet  there  was  on  an  average  one  new 
dent  member  each  year,  owing  to  resignation,  removal 

should  from  the  city,  or  death.  This  was  making  changes 
in  the  right  way  and  they  were  frequent  enough. 
The  success  of  a  commercial  enterprise,  or  of  any  institu- 
tion, is  endangered  whenever  a  change  in  the  governing 
body  is  brought  about  through  strife  and  contest.  This  is 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       211 

just  as  true  of  a  school  system.  The  somewhat  prevalent 
idea  that  a  community  does  not  have  an  interest  in  its 
schools  unless  it  holds  exciting  elections  and  changes  the 
members  of  the  Board  frequently,  is  a  mistaken  and  danger- 
ous one.  It  means  that  something  is  wrong  somewhere,  and 
the  result  must  be  a  board  governed  by  factions  which  par- 
alyze its  efficiency.  When  a  board  of  education  is  efficient 
the  voters  show  their  wisdom  by  continuing  its  members. 
Changes  will  come  as  they  have  in  Galesburg  in  this  period 
frequently  enough  from  other  causes. 

The  exception  referred  to,  when   two   members   of  the 
Board  were  defeated  for  re-election,  occurred  in 
1894.    The  cause  of  it  was  the  A.  P.  A.  movement 
that  was  then  sweeping  the  country.    These  mem- 
bers  were  defeated  by  a  vote  of  1,718  to  1,066,  the 
largest  ever  polled  at  a  school  election  in  the  city. 
This  was  the  first  time  the  women  took  an  active  part  in  the 
school  election.    Strange  as  it  may  seem  the  policy  of  the 
Board  continued  without  opposition,  practically  unchanged 
after  the  election.    The  few  Catholic  teachers  in  the  school 
were  not  disturbed.    This  was  no  doubt  due  to  their  super- 
ior fitness  for  the  positions  they  held. 

15.      THE  SEMI-CENTENNIAL    CELEBRATION. 

When  the  Galesburg  Public  Schools  closed  for  the  year 
on  June  2,  1911,  they  completed  the  first  half  century  of  their 
history.  This  event  was  celebrated  by  the  grades,  the  High 
School  and  the  alumni,  A  field  day,  in  which  all  the  grades 
and  practically  all  the  pupils  participated,  was  held  on  Wil- 
lard  Field  on  the  afternoon  of  May  26th,  under  the  direction 
of  Miss  Soflena  Mathis,  the  director  of  physical  training  in 
the  schools.  The  girls  in  the  first  and  second  grades  were 
costumed  as  "sunbonnet  babies"  and  the  boys  in  the  same 
grades  as  "overall  boys."  The  boys  and  girls  of  the  third 
grade  were  dressed  as  Indians.  The  girls  of  the  fourth  and 
fifth  grades  wore  "middy  suits"  with  blue  collars  and  white 


212  GALESBURG   PUBLIC   SCHOOLS 

hair  ribbons.    The  girls  of  the  sixth  grade  were  dressed  in 

white  and  carried  garlands  of  pink  and  white  flowers,  while 

the  girls  in  the  seventh  and   eighth   grades   wore  peasant 

costumes.    Fifty  high  school  girls  were  dressed  as  Highland 

lassies.    The  boys  above  the  third  grade  wore  white  blouses. 

When  these  children,  more  than  twenty-five  hundred  in 

number,    thus    costumed    entered    Willard    Field 

Events  of 

the  Field  from  the  west  eight  abreast  led  by  a  band  playing 
"Marching  Through  Georgia,"  and  marched  with 
a  rhythm  and  swing  one  would  think  impossible  for  children, 
across  the  center  of  the  field  to  the  place  where  Miss  Mathis 
was  standing  and,  dividing,  countermarched  to  the  rear,  it 
was  a  sight  more  beautiful  than  any  which  Galesburg  had 
ever  seen.  It  was  witnessed  by  a  crowd  estimated  at  seven 
thousand.  Then  followed  in  rapid  succession  the  games  of 
the  sunbonnet  babies  and  overall  boys  divided  into  six 
groups ;  the  Indians  in  their  camps  with  their  dances  and 
yells;  the  exercises  with  dumb-bells,  wands  and  Indian 
clubs,  some  four  to  five  hundred  taking  part  in  each  under  a 
leader  from  their  own  number;  the  maypole  dance  around 
six  giant  poles,  by  the  girls  of  the  sixth  and  seventh  grades ; 
the  folk  dances  by  the  girls  of  the  eighth  grade,  some  two 
hundred  of  them ;  and  the  highland  fling  by  the  girls  of  the 
High  School.  Each  ward  had  a  booth  at  which  were  sold 
refreshments,  souvenirs  and  toys  of  the  noise  making  va- 
riety. These  booths  which  were  conducted  by  the  ladies  of 
the  wards,  yielded  a  good  profit. 

This  event  would  have  been  impossible  had  not  the  par- 
ents, the  mothers  in  particular,  united  most  heart- 
G?ventance    ^v  with  tne  teachers  and  the  pupils  in  preparing 
patrons       ^OT  **•     ^t  involved  a  great  amount    of  labor  and 
s£hoS».       considerable  expense.     Mrs.  Anna  Chappell  Gun- 
nell  was  the  one  who  organized  the   parents  and 
she  worked  through  the  women's  clubs  of  the  city.     She 
succeeded   in   enlisting   in   each   ward   literally   scores   of 
women  from  all  the  walks  of  life,  who  most  generously  and 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       213 

enthusiastically  gave  their  time,  talents  and  energies  to  the 
work.  Mrs.  Gunnell  also  rendered  the  teachers  invaluable 
services  by  meeting  with  them  many  times  and  giving  them 
the  benefit  of  her  knowledge  and  experience  in  planning 
such  a  feat;  she  is  a  rare  artist  in  any  work  of  that  char- 
acter. 

The  net  proceeds  of  this  field  day   were   to  be  used  for 
equipping  public  playgrounds  with  apparatus.    A  Organiza. 
Public  Playgrounds  Association  was  accordingly 
organized.    Mr.  W.  J.  Hayward  was  elected  Pres- 
ident;  Mrs.  O.  C.  Gordon,  Vice-President ;  Mrs.  tion- 
J.  C.  Toler,  Secretary,  and  Mr.  Charles  E.  Johnson,  Treas- 
urer.   The  net  proceeds,  amounting  to  something  near  one 
thousand  dollars,  were  turned  over  to  this  Association. 

The  High  School  this  year  dedicated    its    annual,  The 
Reflector,  to  the  Alumni  Association  and  devoted  Th- 
many  of  its  pages  to  giving  a  history  of  the  school  *etlec*°r- 
with  its  student  organizations.    The  Reflector  is  a  volume 
of  a  hundred  pages  or  more  issued  annually  by  the  students. 
It  requires  no  little  amount  of  literary  talent  as  well  as  bus- 
iness ability  to  conduct  its  publication.    The  issue  of  1911 
was  Volume  V. 

The  exercises  connected  with  the  Semi-Centennial  Anni- 
versary were  brought  to  a  close  with  a  banquet  by 
the  Alumni  Association  held  on  the  evening  of 
June  2nd,  in  the  Galesburg  Club.  Two  hundred  and  fifty- 
seven  were  seated  at  the  tables,  among  whom  were  many  of 
the  earlier  graduates.  All  the  industries  and  professions 
were  represented  by  them.  After  the  different  courses  of 
the  banquet  were  served,  the  President  of  the  Association, 
Lyman  P.  Wilson,  Esq.,  introduced  as  the  Toastmaster  of 
the  evening,  Hon.  Wilfred  Arnold,  who,  after  making  some 
introductory  remarks,  announced  the  following  toasts  and 
introduced  the  speakers  in  the  happy  and  humorous  way  for 
which  he  is  noted : 


214  GALESBURG   PUBLIC    SCHOOLS 

PROGRAM 

"Most  welcome!    Be  sprightly,  for  ye  fall  among  friends." 
BUSINESS  MEETING 

"To  thee  and  thy  company  I  bid  a  hearty  welcome." 

PRES.  LYMAN  P.  WILSON 
"The  office  of   President  is  not  a  little  honorable,  but  jointly 

therewith  tedious  and  burdensome"      -  ROBERT  RYAN 

Piano  Solo        ---_____        HELEN  ADAMS 

Toastmaster        -----  WILFRED  ARNOLD 

"He  had  a  head  to  contrive,  a  tongue  to  persuade,  and 

a  hand  to  execute." 

"Whose  words  all  ears  took  captive"       -  MRS.  H.  W.  READ 

"What's  to  come  is  still  unsure"        -  E.  T.  S.  MASON 

"Let  the  sky  rain  potatoes"        -        -  R.  O.  AHLENIUS 

Vocal  Solo        -------        WINIFRED  JOHNSTON 

"A  chiel's  amang  ye  takin'  notes  and,  faith,  he'll  prent  it." 

ROBERT  SWITZER 

"Physicians  mend  or  end  us"  DR.  JOHN  BARTLETT 

"What  a  pulpit  the  editor  mounts  daily"        -        -  F.  R.  JELLIFF 

Violin  Solo       -------  LULU  HINCHLIFF 

"With  loads  of  lumber  in  his  head"       -  WILLIS  TERRY,  JR. 

"Tutored  in  the  rudiments  of  many  desperate  studies." 

Miss  ALICE  BERGLAND 
"A  college  joke  to  cure  the  dumps"        -  REUBEN  ERICKSON 

"Join  we  together  for  the  public  good  in  what  we  can." 

SUPT.  W.  L.  STEELE 

"Gude  nicht,  and  joy  be  wi'  you  a'." 

16.     SUMMARY. 

Time  and  change  are  natural  companions.  One  would 
not  expect  to  find  anything  in  the  schools,  from  the  build- 
ings to  the  methods  of  instruction  in  the  different  branches, 
remaining  unchanged  through  twenty-six  years.  Without 
attempting  to  enumerate  all  the  changes,  those  that  gave 
character  to  the  period  and  that  will  perhaps  remain  a  per- 


PERIOD  OF  CONTINUOUS  GROWTH:  1885-1911       215 

manent  part  of  the  schools  are  here  named.  While  all  the 
buildings  save  one  have  been  erected,  enlarged  or  remodeled 
at  a  cost  of  approximately  four  hundred  thousand  dollars, 
the  High  School  and  the  heating  plant  were  its  chief  addi- 
tion to  the  physical  equipment.  The  installation  of  sanitary 
closets  in  place  of  the  unhealthful  and  demoralizing  out- 
houses, mechanical  ventilation,  automatic  temperature  con- 
trol, the  method  of  admitting  light  into  the  schoolrooms, 
the  drinking  fountains  and  the  school  nurse,  were  its  con- 
tribution to  sanitation.  No  serious  attention  was  paid  to 
sanitation  in  the  schools  prior  to  1888.  The  introduction  of 
music,  drawing,  physical  training,  manual  training  and  do- 
mestic science  came  in  this  period;  as  also  supplementary 
reading,  the  removal  of  the  fetish  of  examinations,  and  the 
articulation  of  the  schools  with  the  Public  Library  by  means 
of  the  Children's  Reading  Room.  During  this  period  also 
the  average  monthly  enrollment  of  pupils  to  a  room  was  re- 
duced from  forty-eight  in  1885  to  forty-one  in  1910,  or  more 
than  fourteen  per  cent;  the  maximum  salary  in  the  grades 
was  raised  from  $55  to  $70  per  month,  or  more  than  twenty- 
seven  per  cent;  and  a  training  school  for  teachers  was  es- 
tablished. The  inauguration  of  the  elective  system  and  the 
development  of  the  High  School  into  an  institution  adapted 
to  the  needs  of  the  many  who  wish  to  prepare  themselves 
for  the  manual,  mechanical  and  commercial  pursuits  of  life, 
as  well  as  to  the  relatively  few  who  desire  to  prepare  for  col- 
lege, was  the  most  distinctive  work  of  the  period.  The 
Board  of  Education  may  not  at  times  have  moved  as  fast  as 
it  might  have  done  or  have  accomplished  all  it  was  possible 
to  do ;  twenty-six  years  is  a  long  time.  It  had  the  satisfac- 
tion, however,  of  always  moving  forward  without  ever  being 
halted  or  reversed  by  the  people ;  every  step  in  advance  was 
followed  by  another ;  the  last  building  to  be  erected  was  al- 
ways the  best. 


216 


GALESBURG   PUBLIC   SCHOOLS 


TAX   LEVIES. 


YEAR 

OPERATING  EXPENSES 

BUILDING  PURPOSES 

TOTAL 

1885 

$  22,000.00 

1886 

25,000.00 

1887 

25,000.00 

1888 

25,000.00 

1889 

30,000.00 

1890 

32,000.00 

1891 

34,500.00 

1892 

42,500.00 

1893 

$46,000.00 

$16,000.00 

62,000.00 

1894 

38,500.00 

18,000.00 

56,500.00 

1895 

48,603.00 

14,897.00 

63,500.00 

1896 

42,711.88 

30,000.00 

72,711.88 

1897 

48,595.10 

9,154.80 

57,749.90 

1898 

50,000.00 

12,236.10 

62,236.10 

1899 

54,000.00 

15,126.85 

69,126.85 

1900 

52,854.19 

19,240.00 

72,094.19 

1901 

61,241.32 

14,212.39 

75,453.71 

1902 

56,001.26 

25,355.00 

81,356.26 

1903 

64,180.00 

25,000.00 

89,180.00 

1904 

65,000.00 

12,000.00 

77,000.00 

1905 

63,240.00 

30,000.00 

93,240.00 

1906 

65,000.00 

30,000.00 

95,000.00 

1907 

68,088.00 

26,300.00 

94,388.00 

1908 

71,500.00 

26,000.00 

97,500.00 

1909 

86,250.00 

18,850.00 

105,100.00 

1910 

90,000.00 

54,000.00 

144,000.00 

Superintendent   of    Schools 
1911 


CHAPTER  V. 

GALESBURG  PUBLIC  SCHOOLS:  1840-61. 

NOTE — This  paper  was  prepared  by  W.  L.  Steele,  Superin- 
tendent of  the  Galesburg  Schools  since  1885,  at  the  request  of  the 
Knox  County  Historical  Society.  Mr.  Steele  read  it  at  a  meeting 
of  the  Society  held  in  the  Board  of  Education  rooms  at  the  Public 
Library,  on  the  evening  of  April  14,  1910.  At  its  conclusion  the 
Society  extended  to  Mr.  Steele  a  vote  of  thanks  and  requested  him 
to  continue  the  History  of  the  Public  Schools  of  Galesburg  down 
to  the  present  time. — Republican-Register,  April  15,  1910. 

The  history  of  the  public  schools  of  Galesburg  is  divided 
into  three  periods :  1,  that  covering  the  regime  of  the  dis- 
trict schools,  2,  that  of  the  union  graded  schools,  and  3,  that 
of  the  schools  under  the  present  charter.  Of  the  first  period, 
that  of  district  schools,  no  official  records  can  be  founds 
The  first  district  was  organized,  probably,  in  1840,  when  the 
village  of  Galesburg  numbered  272  souls.  As  the  popula- 
tion increased  it  was  subdivided,  from  time  to  time,  until 
there  were  eight  independent  school  districts,  each  having 
its  own  board  of  directors  and  a  little  schoolhouse  of  one 
department,  when  in  1858  they  were  all  united  into  one  dis- 
trict, comprising  the  territory  within  the  present  limits  of 
Galesburg  and  known  as  the  Union  Graded  School  District 
No.  1.  During  the  nineteen  years  which  this  period  covers 
the  population  of  the  city  had  grown  to  nearly  5,000.  A  pop- 
ulation of  5,000  with  only  eight  schoolrooms,  where  three 
times  that  number  would  be  required  to-day,  calls  for  an 
explanation  which  will  be  given  farther  on. 

THE   FIRST    SCHOOLHOUSE. 

The  first  public  school  building,  according  to  tradition, 
for  there  are  no  records  preserved  and  no  account  of  it  was 

(217) 


218  GALESBURG   PUBLIC    SCHOOLS 

committed  to  print  for  more  than  a  quarter  of  a  century 
after  the  event,  was  built  on  the  north  side  of  the  square, 
east  of  Broad  street,  in  1840.  It  was  soon  afterwards  moved 
to  the  north  side  of  Ferris  street,  between  Broad  and  Cherry 
streets.  It  was  constructed  in  accordance  with  the  ideas  of 
Mr.  C.  S.  Colton,  one  of  the  directors,  and  the  very  novelty 
of  the  plan  has  preserved  it  from  the  common  oblivion  of  the 
school  architecture  of  that  period.  The  floor  was  an  inclined 
plane  sloping  from  the  rear  to  the  front  where  the  teacher's 
desk  was  placed,  the  object  being  to  have  the  pupils  in 
full  view  of  the  teacher.  The  pupils  who  attended  that 
school  all  remember  what  a  capital  place  the  aisles  were  to 
slide  down  hill,  and  on  this  account  it  has  not  been  forgot- 
ten. Mr.  Colton,  it  is  said,  afterwards  regretted  that  all  the 
schoolhouses  were  not  built  on  this  plan.  It  would  seat 
sixty  pupils. 

THE  FIRST  TEACHER. 

Mr.  Eli  Farnham  taught  the  first  school  in  this  build- 
ing in  the  winter  of  1840-41.  The  school  was  in  session  from 
four  to  six  months  each  year;  the  teacher  was  generally  a 
college  student  who  was  in  need  of  money  to  complete  his 
education.  Prof.  George  Churchill,  when  a  boy,  went  to 
this  school  in  the  winter  of  1840-41  and  taught  it  in  the 
winter  of  1848-49,  when  he  was  a  sophomore  in  college. 
He  received  a  dollar  a  day  and  boarded  around,  sleeping  at 
home.  One  of  his  pupils  was  Miss  Mary  Allen  West. 

LOCATION   OF   SCHOOLHOUSES. 

Some  fifteen  years  ago  the  writer  had  several  conversa- 
tions with  Professor  Churchill  in  regard  to  the  first  public 
schools  in  Galesburg,  with  the  view  of  printing  the  facts  iri 
a  school  report.  The  information,  though  never  used,  was 
carefully  preserved,  and  from  it  he  is  now  able  to  give,  with 
other  interesting  facts,  the  names  and  the  locations  of  the 
different  school  buildings  at  the  time  the  districts  were  con- 


PERIOD  OF  1840  TO  1861.  219 

solidated  in  1858.  Professor  Churchill  was  one  of  the  three 
directors  of  the  new  district  thus  formed.  They  were  as 
follows : 

Ferris  Street  School,  on  the  north  side  of  Ferris  street, 
west  of  Cherry  street ;  East  Main  Street  School,  sometimes 
called  the  Brick  School,  on  the  southwest  corner  of  Main 
and  Pine  streets;  West  Main  Street  School,  sometimes 
known  as  the  Parker  School,  on  the  south  side  of  Main 
street,  just  east  of  Walnut  avenue;  Simmons  Street  School, 
known  for  a  time  as  the  Blanchard  School,  on  the  north 
side  of  Simmons  street  east  of  Academy  street;  Tompkins 
Street  School,  where  the  First  Baptist  Church  now  stands ; 
Monmouth  Street  School  at  the  junction  of  Monmouth  and 
Brooks  streets;  Chambers  Street  School,  known  as  the  De- 
pot School  on  First  street  just  west  of  Chambers  street* 
Kellogg  Street  School,  on  the  southwest  corner  of  Kellogg 
and  Losey  streets. 

COUNTY   RECORDS. 

If  the  future  historian  of  the  public  schools  of  Gales- 
burg  goes  to  the  county  records  for  his  information  con- 
cerning the  first  schools,  he  will  be  mystified  and  misinform7 
ed.  He  will  find  that  the  first  conveyance  was  made  by 
Knox  College  in  1850  to  school  district  No.  8,  for  $50. 
This  was  for  the  Ferris  Street  School,  and  ten  years  after  it 
was  organized.  The  next  deed  was  by  F.  H.  Pond  in  1853 
to  school  district  No.  1,  for  $300.  This  was  the  Tompkins 
Street  School.  The  next  school  site  deeded  was  in  1854,  to 
school  district  No.  11,  which  was  the  Simmons  Street  School. 
The  deed  was  made  by  J.  P.  Frost  and  the  consideration 
was  $450.  The  West  Main  Street  School  secured  its  site 
from  Elisha  Kurd  in  1855  as  school  district  No.  9,  for  $200. 
The  land  for  the  Monmouth  Street  School  was  purchased 
from  Phoebe  A.  Holton  in  1858,  as  school  district  No.  1,  for 
$200.  The  site  of  the  East  Main  Street  School  was  not 
bought  till  1867,  and  then  by  the  Board  of  Education  from 


220  GALESBURG   PUBLIC   SCHOOLS 

Bethany  Mitchell,  for  $75.  The  land  on  which  the  Depot 
School  stood  was  purchased  by  the  Board  of  Education  in 
1863,  from  Knox  College,  for  $150.  The  Kellogg,  or  Losey 
Street  School,  did  not  get  its  deed  till  1868.  It,  too,  was  made 
to  the  Board  of  Education  by  Z.  P.  McMillen,  for  $850.  Am- 
non  Gaston,  as  early  as  1849,  made  a  deed  to  James  Grant, 
James  H.  Noteware  and  W.  Selden  Gale,  as  trustees,  for 
school  district  No.  1,  consideration  $114,  but  there  is  no 
description  of  the  property  deeded  further  than  the  town- 
ship. There  is  other  evidence  on  the  record,  sufficient  per- 
haps to  warrant  one  in  saying  that  the  deed  was  for  the  se- 
cond four  rods  south  of  Simmons  street  on  Broad  street, 
where  the  Churchill  School  now  stands.  A  schoolhouse 
was  probably  there  in  an  early  day.  The  Board  of  Educa- 
tion, however,  purchased  twelve  rods  square  on  this  corner 
at  a  much  later  date,  from  Timothy  Moshier  for  $2,000,  he 
having  obtained  it,  apparently,  by  a  tax  title.  So  far  as 
showing  when  the  first  schools  were  established  in  Gales- 
burg,  these  records  are  entirely  misleading  as  to  dates  and 
thoroughly  mystifying  as  to  the  numbering  of  the  school 
districts.  All  this  may  be  of  no  interest  or  value  as  school 
history,  but  it  is  an  excellent  illustration  of  how  unerringly 
one  may  be,  sometimes,  conducted  to  the  truth  by  the  pro- 
cess of  original  research,  about  which  we  hear  so  much  and 
by  which  so  many  of  our  cherished  beliefs  and  ideals  are 
being  shattered.  It  is  interesting  to  note  in  passing,  that 
there  is  not  a  school  building  located  to-day  where  one  stood 
in  1860,  when  Galesburg  was  a  city  of  5,000  people — only 
fifty  years  ago  and  the  population  one-fifth  as  large  as  now. 

POVERTY  OF  THE  DISTRICTS. 

Comparing  the  dates  of  the  purchase  of  the  different 
school  sites,  with  the  years  when  it  is  certainly  known 
schools  were  conducted  on  these  premises,  it  is  evident  that 
the  first  schoolhouses  were  "squatters" — the  town  being  too 
poor  to  own  the  land  on  which  they  stood.  The  buildings 


PERIOD  OF  1840  TO  1861.  221 

themselves  gave  evidence  of  their  poverty.  The  Galesburg 
Free  Democrat,  in  its  issue  of  November  13,  1856,  says  edi- 
torially, "Our  present  school  pens  should  be  sold  for  coal 
houses."  These  conditions  can  easily  be  accounted  for.  The 
people  of  Illinois  did  not  believe  in  common  schools  at  that 
date ;  there  was  no  free  school  law  in  Illinois  till  1855,  nine- 
teen years  after  the  settlement  of  the  Galesburg  colony.  It 
is  true,  a  free  school  law  was  enacted  by  the  legislature  in 
1825. 

SCHOOL  LAWS  OF   1825. 

This  law  provided  that  common  schools  should  be 
established  free  and  open  to  every  class  of  white  citizens  be- 
tween the  ages  of  five  and  twenty-one  years.  The  legal 
voters  were  empowered  at  the  annual  meeting  to  levy  a  tax 
of  one-half  of  one  per  cent,  subject  to  a  maximum  limitation 
of  $10  to  any  one  person.  An  appropriation  was  made  by 
the  state  of  $2  out  of  every  $100  received  into  the  treasury. 
This,  together  with  the  interest  on  the  state  common  school 
fund  which  consisted  of  three  per  cent  of  the  net  proceeds 
of  the  sales  of  public  lands,  two  townships  donated  for 
founding  and  maintaining  a  seminary  of  learning,  and  the 
surplus  revenue  of  the  United  States  distributed  by  act  of 
Congress  in  1837,  made  possible  quite  a  complete  system  of 
public  schools.  To  this  must  be  added,  of  course,  the  in- 
come from  the  16th  section  of  every  township — the  most 
munificent  donation  ever  made  to  public  education  by  a 
government.  This  came  from  Congress  in  compliance  with 
the  Ordinance  of  1787,  which  enjoined  that  "schools  and  the 
means  of  education  shall  forever  be  encouraged."  But  the 
law  was  so  amended  in  1827  as  virtually  to  nullify  it  by  pro- 
viding that  no  person  should  be  taxed  for  the  maintenance 
of  any  school  unless  his  consent  was  first  obtained  in  writ- 
ing, and  the  continuance  of  the  state  appropriation  of  $2  out 
of  every  $100  received  into  the  treasury,  being  its  very  life, 
was  denied.  In  1845  even  the  interest  on  the  state  fund  was 


222  GALESBURG   PUBLIC   SCHOOLS 

suspended,  owing  to  the  embarrassed  condition  of  the  finan- 
ces— this  state,  like  many  others,  having  stopped  paying  in- 
terest on  her  public  debt.  From  this  date,  1827,  to  1855, 
there  were  repeated  amendments,  and  revisions  of  the 
school  law  by  the  legislature,  but  they  had  no  effect  upon 
the  schools,  for  they  all  wanted  the  vital  principle  of  the  tax- 
ing power.  As  late  as  1852  the  total  local  tax  for  school 
purposes  in  the  whole  state  of  Illinois  amounted  to  only 
fifty-one  thousand  dollars.  The  school  law  remained  a  dead 
letter  for  twenty-eight  years ;  and  it  was  during  this  period 
that  the  Galesburg  colony  was  founded  and  grew  to  have  a 
population  of  three  thousand.  Under  these  conditions  it  is 
no  wonder  that  the  schoolhouses  of  Galesburg  were  but 
little  better  than  coal  houses  and  that  in  only  three  cases 
did  the  town  own  the  land  on  which  they  stood. 

THE  SCHOOL  SECTION. 

The  income  from  the  16th  section  was,  practically,  all 
the  support  upon  which  the  schools  could  depend  till  1855, 
or  rather  1856,  when  the  tax  provided  by  the  law  of  1855  be- 
came available.  Thus  the  16th  section  was  a  matter  of  great 
importance  at  that  time.  Where  it  was,  what  disposition 
was  made  of  it,  and  how  much  was  realized  from  it,  forms 
part  of  the  school  history  of  those  days ;  and  it  is  certainly  a 
matter  of  interest  to  us  to-day,  as  we  receive  annually  the 
income  from  that  portion  of  this  fund  which  we  got  when  it 
was  divided  between  Galesburg  and  the  remainder  of  the 
township. 

In  an  article,  "A  Brief  History  of  Knox  College,"  pre- 
pared by  the  Rev.  Geo.  W.  Gale  in  1845,  "for  the  double  pur- 
pose of  public  information  and  a  document  of  reference,"  he 
says,  "The  school  section  (640  acres)  given  by  the  govern- 
ment for  primary  schools,  fell  near  the  town,  and  has  yield- 
ed a  permanent  fund  of  $7,000,  the  interest  of  which  with 
the  annual  state  appropriations,  nearly  furnishes  gratuitous 
instruction  to  every  child  in  the  township.  Some  two  hun- 


PERIOD  OF  1840  TO  1861.  223 

dred  children  now  profit  by  this  fund."    This  was  written 
nine  years  from  the  founding  of  the  colony. 

The  greater  part  of  the  school  section  lies  within  the 
city  limits.  Main  street,  west  from  Henderson  street  to  Lin- 
wood  Cemetery,  is  its  north  boundary;  and  Henderson 
street,  south  from  Main  street  to  Fifth  street,  is  its  east 
boundary.  Among  the  old  books  in  the  office  of  the  county 
superintendent  of  schools  was  discovered,  by  rare  chance,  a 
book  in  which  the  school  commissioner  of  Knox  county, 
Wm.  McMurtry,  had  carefully  kept  the  records  of  those 
days.  In  it  is  a  complete  record  of  the  disposition  of  Sec.  16, 
R.  11  N.,  1  E.  of  the  4th  P.  M. ;  and  here  may  be  found  a 
plat  of  the  section  as  made  by  the  five  trustees:  Leonard 
Chappel,  Chauncey  S.  Colton,  James  Bunce,  Isaiah  Smelser 
and  Nehemiah  H.  Losey.  Each  lot  is  numbered,  the  ap- 
praisement given,  the  price  for  which  it  was  sold  indicated, 
and  the  name  of  the  original  purchaser  written  down. 

AMOUNT  REALIZED  FROM    SCHOOL  SECTION. 

The  section  is  divided  into  28  ten-acre  lots  and  18 
twenty-acre  lots.  The  first  16  ten-acre  lots  front  on  Main 
street,  each  being  20  rods  east  and  west  and  80  rods  north 
and  south ;  the  other  12  ten-acre  lots  face  on  Henderson 
street,  each  being  20  rods  north  and  south  and  80  rods  east 
and  west.  The  18  twenty-acre  lots  are  40  rods  east  and 
west  and  80  rods  north  and  south,  with  two  exceptions. 
The  greater  number  of  these  lots  were  sold  on  March  4, 
1839,  the  last  two  being  disposed  of  May  11,  1848.  The  ten- 
acre  lots  sold  for  from  $7.50  to  $16.90  per  acre,  and  the  twen- 
ty-acre lots  for  from  $3.50  to  $11  per  acre.  The  sale  of  all  the 
lots  amounted  to  $5,660.50 — not  $7,000,  as  stated  by  Rev. 
George  W.  Gale,  in  1845.  When  this  fund  was  divided  be- 
tween the  city  and  the  township,  there  is  no  record  of  the 
amount  that  came  to  the  city.  Whatever  that  amount  was, 
the  Board  of  Education  has  to-day  $5,133.55  which  is  this 


224  GALESBURG   PUBLIC   SCHOOLS 

fund  plus  $221.20,  Galesburg's  share  of  the  county  fund  that 
was  distributed  in  1908  by  the  county  superintendent. 

INCOME  FROM  TOWNSHIP  FUND. 

The  records  of  those  days  show  that  school  funds  were 
loaned  at  ten  per  cent.  Thus  the  net  income  from  the  town- 
ship fund  would  be  about  $550  annually.  This  was  practi- 
cally the  amount  of  available  funds  for  school  purposes 
from  1839  to  1855.  The  population  of  the  township  in  1840, 
including  the  village  of  Galesburg,  was  516,  and  in  1855  the 
population  of  the  village  alone  was  2,916.  During  these  fif- 
teen years  the  public  schools  of  the  village  and  township  of 
Galesburg,  with  a  population  never  less  than  500  and  reach- 
ing 4,000,  had  for  their  support  but  little  more  than  $500  a 
year — not  enough  to  provide  for  more  than  two  schools 
where  there  should  have  been  from  three  to  twenty.  That 
the  public  school  accommodations  were  entirely  inadequate 
and  miserably  poor  in  Galesburg  prior  to  1855,  is  no  reflec- 
tion on  the  intelligence  or  public  spirit  of  the  good  people 
of  that  time.  After  this  date,  however,  when  the  present 
free  school  law  was  enacted,  one  would  naturally  expect  to 
find  in  this  community  good  schools  with  sufficient  accom- 
modations. It  would  require  some  temerity  in  one,  if  the  evi- 
dence could  not  be  produced,  to  intimate  to-day  that  there 
ever  was  a  time  in  the  history  of  Galesburg  when  public 
education  was  not  in  favor,  when  the  public  school  was 
looked  upon  at  least  with  indifference,  if  not  with  positive 
hostility;  but  such  is  the  fact,  judging  from  the  local  and 
state  press  of  the  times. 

PUBLIC    INDIFFERENCE    TO   SCHOOLS. 

There  is  a  complete  file  of  the  Galesburg  Free  Demo- 
crat from  January  5,  1854,  to  September  28,  1860,  excepting 
the  first  eight  months  of  1858,  in  the  Knox  College  Library. 
A  careful  examination  of  these  files  reveals  a  deplorable 
want  of  interest  in  public  education.  In  the  issue  of  Janu- 


PERIOD  OF  1840  TO  1861.  225 

ary  1,  1857,  is  an  article  signed  by  "E.  S.  W."  (E.  S.  Will- 
cox,  Professor  of  Modern  Languages  in  Knox  College),  in 
which  he  advocates  forming  union  graded  schools  and  pro- 
nounces the  present  schools  inefficient,  worse  than  useless 
— a  shame  to  the  community.  In  the  issue  of  April  13,  1859, 
is  an  article  signed  "Tax-Payer"  in  which  the  writer  says, 
"I  believe  I  may  safely  assert  that  there  is  not  another  town 
in  the  State  of  Illinois  having  as  large  a  population  as 
Galesburg,  that  has  done  so  little,  directly,  for  the  improve- 
ment of  its  common  schools."  In  an  editorial  of  September 
3,  1859,  appears  the  following :  "The  fair  name  of  the  'Col- 
lege City'  is  being  tarnished  by  our  shameful  negligence  of 
the  interests  of  our  common  schools.  While  we  rejoice  in 
the  higher  educational  facilities  afforded  by  our  colleges  and 
seminaries,  let  us  no  longer  disgrace  ourselves  by  neglecting 
the  masses  in  our  midst,  whose  right  training  is  more  inti- 
mately connected  with  our  future  prosperity  than  that  of 
any  other  class."  In  an  article  on  Union  Graded  Schools  by 
Professor  Churchill,  November  20,  1856,  is  this  sentence: 
"A  schoolhouse  could  be  built  which  instead  of  being  a 
burning  disgrace  to  us  would  be  our  brightest  glory."  He 
must  then  have  had  a  vision  of  that  schoolhouse  which  was 
built  ten  years  later  and  which  to-day  bears  his  name. 

JOHN   F.    EBERHART. 

In  the  Editor's  Table  of  the  Illinois  Teacher,  February 
27,  1857,  is  an  article  on  Galesburg  by  John  F.  Eberhart,  one 
of  the  distinguished  educational  pioneers  of  Illinois,  a  pro- 
moter of  the  union  graded  school  system,  in  which  may  be 
found  the  following:  "Galesburg  is  a  pleasant  city,  and  has 
already  acquired  a  merited  fame  for  literary  enterprise. 
Lombard  University,  Knox  Male  and  Female  Colleges — all 
school  buildings  nearly  completed — are  institutions  of  a 
high  grade,  and  throw  a  halo  of  light  about  the  place.  The 
citizens  are  generally  intelligent  and  kind,  and  probably 
think  less  of  money  and  more  of  mind  than  is  customary  for 


226  GALESBURG   PUBLIC    SCHOOLS 

a  western  city.  However,  amid  all  their  aspirations  for  the 
formation  of  an  intelligent  community  and  the  full  develop- 
ment of  true  man  and  womanhood,  one  very  important  feat- 
ure has,  until  lately,  been  overlooked.  Their  ambition  has 
soared  above  the  common  schools.  The  dilapidated  condi- 
tion of  the  public  schools  bears  a  woeful  testimony  of  their 
neglect.  The  buildings  are  poor,  the  teachers  receive  poor 
wages,  and  the  result  is  that  they  have  poor  schools." 

SIMEON   WRIGHT. 

Simeon  Wright,  another  of  our  distinguished  education- 
al pioneers,  as  State  Agent  of  the  Illinois  Teacher,  wrote 
up  Galesburg  for  the  July  (1858)  issue  as  follows:  "I  am 
on  classic  ground.  The  very  atmosphere  breathes  incense 
to  the  goddess  of  letters  and  science.  The  severe  elegance  of 
Knox  College  and  fair  proportions  of  Lombard  University 
are  the  material  embodiment  of  the  spirit  of  the  place.  Here 
are  the  higher  institutions  of  learning  just  emerging  from 
infancy  in  all  the  vigor  of  a  young  giantess,  and  here,  also, 
are  eight  overshadowed  public  schools,  and  until  recently 
there  were  as  many  directors."  After  referring,  in  compli- 
mentary terms,  to  Professors  Churchill,  Standish  and  Will- 
cox  as  educators  who  most  fully  recognized  the  dependence 
of  the  college  on  the  common  school,  he  makes  this  plea  for 
the  eight  overshadowed  public  schools.  "Would  the  college 
raise  the  standard  of  scholarship?  Raise  the  standard  of 
elementary  education.  Would  she  gain  more  students? 
Elevate  the  common  school.  Would  she  extend  her  influ- 
ence? Extend  sympathy  and  aid  to  the  common  schools. 
The  more  good  public  schools  there  are,  the  more  minds 
will  feel  the  kindling  fire  and  gaze  longingly  toward  the 
higher  hills  of  science.  The  college  must  grow  with  the 
growth  of  popular  knowledge.  Franklin  once  said: 
'Take  care  of  the  dimes ;  the  dollars  will  take  care  of  them- 
selves/ Take  care  of  the  common  schools  and  the  colleges 
will  take  care  of  themselves." 


PERIOD  OF  1840  TO  1861.  227 

ATTITUDE  OF  THE  COLLEGE. 

That  it  was  thought  necessary  to  make  such  a  plea  as 
this  to  college  men  and  to  a  college  community  seems 
strange;  for  one  would  naturally  think  that  the  common 
school  was  the  child  of  the  college,  but  history  tells  a  differ- 
ent story.  The  two  institutions  had  different  origins,  with 
little  in  common.  Governor  Berkeley  who  thanked  God  that 
there  were  no  free  schools  in  Virginia  and  hoped  that  there 
would  be  none  for  a  hundred  years  to  come,  contributed  to 
the  founding  of  a  college,  William  and  Mary's,  and  that 
without  any  feeling  of  inconsistency.  Happily,  with  the 
world's  broader  vision,  all  this  is  changed  now,  and  colleges 
and  universities,  especially  state  universities,  for  the  best  of 
reasons  are  the  friends  of  the  public  schools. 

There  were  several  causes  operating  to  produce  this 
hostility  to  public  schools.  In  the  first  place,  as  Professor 
Churchill  says,  "Every  man,  woman  and  child  came  here  to 
build  up  Knox  College.  They  were  more  interested  in  this 
even  than  in  founding  the  city.  Whenever  a  child  had 
learned  to  read,  write  and  spell,  and  was  ready  to  study 
arithmetic  and  grammar,  he  was  entered  in  the  preparatory 
department  of  the  college.  As  a  rule  children  entered  the 
academy  when  they  were  ten  years  of  age."  Under  these 
conditions  the  people  did  not  feel  the  need  of  public  schools 
and  naturally  enough  they  regarded  them  as  a  competitor 
to  their  favorite  institution.  Professor  Churchill  was  warn- 
ed time  and  again  by  some  of  the  close  friends  of  the  college 
that  he  was  injuring  that  institution  and  jeopardizing  his 
own  position  by  his  activity  in  promoting  public  schools. 
Their  fears  were  not  altogether  groundless.  The  year  before 
the  union  graded  schools  were  organized,  Knox  Academy 
enrolled  over  350  students  as  compared  to  60  in  the  college ; 
the  following  year  the  enrollment  was  less  than  150. 

PRIVATE  SCHOOLS. 

The  income  from  the  township  fund  being  inadequate 
to  furnish  all  the  children  what  in  those  days  was  regarded 


228  GALESBURG   PUBLIC    SCHOOLS 

as  primary  education,  private  schools,  or  select  schools, 
as  they  preferred  to  call  themselves,  sprang  up.  Mrs.  George 
A.  Tryon,  who  started  such  a  school  in  1856,  told  the  writer 
that  she  could  recall  four  others  in  the  village  at  that  time. 
For  twenty  years  the  people  had  to  depend,  to  a  great  ex- 
tent, upon  these  schools;  they  were  a  power  whose  inter- 
ests were  antagonistic  to  free  schools,  and  that  had  to  be 
reckoned  with  when  it  came  to  forming  the  free  union 
graded  schools.  Even  after  the  districts  were  united,  such 
was  the  influence  of  these  select  schools  and  so  strong  was 
the  feeling  in  their  behalf  that,  in  order  to  get  the  children 
to  attend  the  new  schools,  it  was  necessary  for  the  directors 
to  incorporate,  as  it  were,  some  of  these  schools  into  the  new 
system  of  free  public  schools.  Professor  Churchill,  who 
was  one  of  the  three  directors  that  organized  the  union 
graded  schools,  is  the  authority  for  this  statement.  Mrs. 
Tryon  had  a  private  school  of  eighty  pupils  at  that  time,  and 
she  took  fifty  of  them  with  her  to  the  old  Post  Office  build- 
ing, and  they  were  placed,  without  examination,  in  the 
grammar  department,  of  which  she  was  made  principal ;  an 
excellent  person  she  was  for  this  position,  having  had  ex- 
perience in  graded  schools  in  Ohio.  Private  schools  of  this 
type,  or  better  designated  as  select  schools,  died  hard,  the 
last  one  not  passing  away  until  the  late  80's. 

THE  MONEYED  INTERESTS. 

Another  source  of  opposition  were  the  "moneyed  men 
with  Herrick  &  Co.  patent  fire-proof  money  safes,"  as  the 
Free  Press  of  that  day  called  them  in  discussing  this  ques- 
tion. There  were,  however,  some  notable  exceptions — Mr. 
Silas  Willard  being  one.  That  this  class  was  active  and 
powerful  is  clearly  revealed  in  that  section  of  the  school 
charter  which  limits  the  rate  of  taxation.  There  was  no  tax 
limit  in  the  free  school  law  of  that  day,  nor  was  there  any 
limit  by  statute  until  1872;  but  these  men  went  back 
twenty-five  years  to  the  first  free  school  law,  to  find  a  rate. 


PERIOD  OF  1840  TO  1861.  229 

The  rate  named  there  was  one-half  of  one  per  cent,  the  low- 
est rate  that  ever  found  its  way  into  a  school  law  of  Illinois, 
and  it  was  incorporated  in  the  Galesburg  school  charter  as 
the  limit  of  taxation  for  school  purposes.  The  records  of 
later  years  show  that  to  Dr.  J.  V.  N.  Standish  belongs  the 
honor  of  having  initiated  the  movement  that  increased  it  to 
one  per  cent. 

JEALOUSY  OF  THE  DISTRICT. 

The  fact  that  the  city  was  divided  into  eight  separate 
and  independent  districts,  each  with  its  rights,  its  interests, 
its  jealousies,  was  another  source  of  opposition.  The  reason 
this  opposition  alone  did  not  prove  to  be  insurmountable, 
was  due  to  the  poverty  of  the  districts,  they  not  having 
enough  property  to  quarrel  over. 

CONDITIONS  OPPOSED  TO  FREE  SCHOOLS. 

These  were  the  conditions  that  caused  Galesburg  to 
move  slowly  in  forming  a  system  of  public  education  after 
the  free  school  law  was  adopted  in  1855 ;  and  the  fact  that  it 
was  a  comparatively  old  settled  community,  with  three  to 
five  thousand  inhabitants,  with  its  habits  of  thought  and  its 
local  institutions  formed  and  adjusted  to  a  different  state  of 
things,  would  tend  to  retard  any  radical  change.  To  satisfy 
the  college,  to  placate  the  private  schools,  to  quiet  the  fears 
of  capital,  and  to  convince  the  eight  districts  that  the  inter- 
ests of  each  would  be  served  better  by  one  united  district, 
was  an  undertaking  of  the  first  magnitude,  compared  to 
which  any  other  event  in  the  history  of  our  schools  is  insig- 
nificant. 

PROFESSOR  CHURCHILL. 

It  is  perfectly  evident  that  this  movement  could  never 
have  been  successful  without  a  great  leader,  a  man  with  a 
vision,  broad-minded,  progressive,  patient,  good-natured, 
forgetful  of  self,  believing  profoundly  in  education,  and  in 
closest  sympathy  with  his  fellowmen, — and  that  man  was 


230  GALESBURG   PUBLIC   SCHOOLS 

George  Churchill.  Others,  of  course,  there  were  who  render- 
ed noble  service  to  the  cause,  but  in  every  step  taken  to  or- 
ganize the  union  graded  schools  and  to  secure  the  pres- 
ent charter,  he  led  the  way.  Professor  George  Churchill 
is  as  truly  the  founder  of  the  public  schools  of  Galesburg  as 
the  Rev.  George  W.  Gale  is  the  founder  of  the  city.  When 
the  time  comes  in  the  history  of  Galesburg  for  erecting 
monuments  to  its  great  characters  the  first  should  have 
carved  on  it  "Rev.  George  W.  Gale,  Founder  of  the  City," 
and  the  second  should  bear  the  name  "George  Churchill, 
Founder  of  the  Public  Schools." 

He  was  endowed  by  nature  and  qualified  by  training  for 
the  part  he  took  in  this  great  work.  At  ten  years  of  age  he 
came  with  his  parents  to  Galesburg  in  1839 — three  years 
after  the  first  settlers.  He  attended  the  first  public  school 
taught  in  Galesburg  in  the  winter  of  1840-41.  He  taught 
the  same  school  in  the  winter  of  1848-49  when  a  sophomore 
in  college.  After  graduating  from  Knox  College,  he  taught 
a  year  in  Farmington.  He  then  spent  a  year  in  Europe  de- 
voting much  of  his  time  to  the  public  schools  of  Germany — 
especially  to  the  Frederick  William  Gymnasium,  a  graded 
school  of  four  thousand  students  from  seven  to  seventeen 
years  of  age.  He  said  it  was  here  that  he  first  imbibed  his 
enthusiasm  for  graded  public  schools.  Full  of  this  spirit 
he  returned  to  Galesburg  and  took  charge  of  Knox  Academy 
in  1855 — the  very  year  the  free  school  law  was  passed.  In 
the  winter  of  this  year,  he  attended  the  State  Teachers'  As- 
sociation at  Bloomington.  He  met  Dr.  Bateman  there  and 
came  home  with  fresh  enthusiasm,  and  began  writing  arti- 
cles for  the  Galesburg  Free  Democrat  to  show  the  advan- 
tages of  graded  schools  and  a  consolidated  district. 

HENRY  BARNARD. 

In  December,  1856,  he  read  a  paper  on  German  schools 
at  the  State  Teachers'  Association  in  Chicago.  Henry 
Barnard,  who  was  present  and  heard  this  paper,  at  once  be- 


PERIOD  OF  1840  TO  1861.  231 

came  interested  in  the  young  man  from  Galesburg;  and 
there  was  no  man  in  this  country,  engaged  in  public  school 
work,  whose  friendship  could  be  so  valuable  to  one  in  Pro- 
fessor Churchill's  position,  wrestling  with  the  problem  of 
organizing  and  grading  a  system  of  schools.  Henry  Barn- 
ard was  the  pioneer  of  educational  journalism  in  America, 
and  he  had  done  for  the  schools  of  Connecticut  what  Horace 
Mann  did  for  the  schools  of  Massachusetts — organized  and 
graded  them.  Before  the  sessions  of  this  meeting  had  ad- 
journed, he  promised  Professor  Churchill  to  aid  him  in  get- 
ting men  of  recognized  ability  and  great  experience  in  or- 
ganizing and  grading  schools,  to  come  to  Galesburg  and  con- 
duct an  educational  campaign.  Before  returning  home  Pro-i 
fessor  Churchill,  on  the  advice  of  Professor  Barnard,  en- 
gaged Mr.  W.  S.  Baker,  who  had  been  one  of  Barnard's 
lieutenants  in  Connecticut,  for  six  weeks,  agreeing  to  pay 
him  one  hundred  dollars  and  his  board. 

W.  S.  BAKER. 

Mr.  Baker  began  his  six  weeks'  campaign  in  Galesburg 
in  January,  1857.  He  would  go  to  a  school  for  a  half  day  or 
more  at  a  time  and  impart  enthusiasm  to  teacher  and  pupils. 
Then  he  would  visit  the  leading  members  of  the  district  and 
explain  to  them  the  advantages  of  consolidation.  Afternoon 
meetings  were  also  held  in  the  old  First  Church  to  which 
came  parents  and  children  until  the  church  was  filled,  and 
Mr.  Baker  would  address  them  on  the  benefits  of  a  union 
graded  school  system.  Professor  Churchill  boarded  Mr. 
Baker  while  in  this  city  and  paid  half  his  salary  besides. 

HORACE  MANN 

In  the  following  March  Horace  Mann,  the  greatest  edu- 
cator America  has  produced,  a  most  eloquent  and  irresisti- 
ble speaker,  was  induced  to  come  to  Galesburg  and  deliver 
two  lectures  on  free  graded  schools.  These  lectures  were 
also  delivered  in  the  old  First  Church,  and  their  result, 


232  GALESBURG   PUBLIC    SCHOOLS 

following  as  they  did  so  closely  the  work  of  Mr.  Baker, 
was  a  complete  moral  victory  of  consolidated  dist- 
ricts and  graded  schools,  though  formal  and  official  action 
was  not  taken  till  May  or  June  of  the  next  year. 

From  a  report  of  these  lectures  made  to  the  Illinois 
Teacher  by  "E.  S.  W."  is  taken  the  following  to  show  that 
the  Galesburg  schools  for  a  generation  or  more  were  mould- 
ed by  Horace  Mann.  He  was  really  the  architect  of  the 
present  Churchill  building.  "  'Consolidate  the  districts.  On 
the  most  conveniently  central  grounds  erect  one  large 
building,  large  enough  to  accommodate  all  the  pupils  of  the 
city,  beautiful  enough  to  be  an  ornament  and  pride  and  with 
the  necessary  conveniences  to  make  it  best  possibly  adapted 
to  the  purposes  of  instruction.  Let  it  be  larger  than  your 
present  wants,  large  enough  to  accommodate  prospective 
wants.  If  a  tax  would  fall  too  heavily  now,  borrow  the 
necessary  funds  and  require  those  who  may  hereafter  be 
attracted  hither  by  these  educational  advantages,  to  pay 
their  proportion  in  lifting  the  debt  in  the  future.  Lay  out 
and  plant  the  grounds  about  the  union  schoolhouse  in  the 
most  attractive  manner  possible.  Hire  one  experienced  head 
teacher,  or  superintendent,  at  a  salary  sufficient  to  com- 
mand the  best  talents.  Support  him  by  an  efficient  corps  of 
lady  assistants.'  He  strongly  advocated  the  erection  of  but 
one  central  edifice,  and  some  of  his  best  applied  remarks 
went  to  show  the  advantages,  even  to  young  scholars,  of 
walking  some  little  distance  to  school.  As  a  rule,  those 
pupils  who  walked  a  half  mile  or  more  were  the  brightest  in 
their  recitations,  and  on  that  very  account." 

SILAS  WILLARD. 

There  was  another  remarkable  result  of  these  lectures, 
Mr.  Silas  Willard,  in  the  prime  of  life,  perhaps  the  leading 
merchant  of  the  city,  dying  at  his  home  of  tuberculosis,  re- 
quested Horace  Mann  to  call  on  him  the  morning  after  his 
second  lecture,  which  he  did  in  company  with  Professor 


PERIOD  OF  1840  TO  1861.  233 

Churchill.  At  the  close  of  this  conference,  Mr.  Willard  said 
that  he  would  provide  in  his  will  thirty  thousand  dollars  for 
building  a  union  graded  school,  and  he  thought  he  would 
donate  two  or  three  acres  of  ground  on  the  northwest  corner 
of  Main  and  Chambers  streets  for  the  building  site.  The 
Galesburg  Free  Democrat  of  March  31,  1857,  closes  an  edi- 
torial with  this  sentence :  "Silas  Willard  was  buried  in  the 
old  cemetery  to-day  and  was  followed  to  the  grave  by  the 
largest  concourse  which  ever  turned  out  in  Galesburg  to 
honor  the  dead."  Mr.  Willard  did  provide  in  his  will  thirty 
thousand  dollars  for  building  a  union  graded  school,  but 
there  is  no  record  of  the  district  receiving  the  money.  Even 
if  the  city  did  not  get  the  thirty  thousand  dollars,  his  prom- 
ise had,  nevertheless,  the  effect  of  stimulating  the  people  to 
action,  for  in  the  Illinois  Teacher  of  April,  1858,  is  this  item : 
"Meetings  of  citizens  of  Galesburg  have  been  held  to  initiate 
measures  for  the  establishment  of  a  system  of  union  graded 
schools  in  that  city,  and  for  obtaining  the  benefit  of  the  be- 
quest of  the  late  Silas  Willard."  The  school  records  do  show 
that  his  widow  did  offer  to  give  the  land  on  the  northwest 
corner  of  Main  and  Chambers  streets  for  a  building  site  for 
the  new  schoolhouse,  but  the  Board  of  Education,  for  rea- 
sons not  given  in  the  records,  purchased  instead  the  lot  on 
the  southwest  corner  of  Broad  and  Simmons  streets.  Why 
not  name  the  next  school  building  the  Silas  Willard  School? 

UNION   GRADED  SCHOOLS  ADOPTED. 

The  exact  date  on  which  the  eight  districts  were  con- 
solidated into  one  cannot  be  determined.  In  a  statistical 
paper  printed  with  a  Historical  Discourse  delivered  by  Rev. 
Flavel  Bascom  in  the  old  First  Church,  July  22,  1866,  Mr. 
J.  B.  Roberts,  then  Superintendent  of  Schools,  is  represent- 
ed as  saying  that  these  eight  districts  were  united  into  one 
in  1856.  The  fact  that  this  statement  was  made  within  ten 
years  of  the  time  when  the  event  was  supposed  to  have  oc- 
curred, and  by  a  man  who  had  been  superintendent  of  the 


234  GALESBURG   PUBLIC    SCHOOLS 

schools  since  1862,  would  be  strongly  in  favor  of  its  being 
correct.  Mr.  Roberts  was  either  incorrectly  reported  or  he 
erred  in  giving  the  date.  It  could  not  have  been  in  1856,  for 
the  law  providing  for  union  graded  schools  was  not  passed 
until  1857.  No  record  of  the  event  can  be  found  in  the  local 
paper,  the  Galesburg  Free  Democrat,  and  its  files  are  com- 
plete from  January,  1854,  to  September,  1860,  with  the  ex- 
ception of  the  first  eight  months  of  1858.  The  inference 
from  this  would  be  that  the  consolidation  took  place  some 
time  during  these  eight  months,  for  it  is  scarcely  believable 
that  an  event  of  this  interest  and  importance  could  occur 
without  being  noticed  in  the  local  paper.  According  to  the 
Illinois  Teacher,  a  reliable  monthly  magazine,  having  for  its 
Galesburg  correspondent  "E.  S.  W."  the  people  of  Galesburg 
were  holding  meetings  in  April,  1858,  for  the  purpose  of 
establishing  a  system  of  union  graded  schools;  and  in  its 
July  issue,  1858,  is  the  statement  that  eight  school  districts 
have  recently  been  united  into  one.  This  fixes  May  or  June, 
1858,  as  the  time  when  the  union  graded  school  system  was 
officially  adopted. 

It  was  a  very  easy  matter  in  those  early  days  for  several 
districts  to  be  consolidated  into  one,  no  petitioning  nor  vot- 
ing by  the  people  being  necessary.  The  law  read,  "A  major- 
ity of  the  directors  of  each  of  two  or  more  districts  may  con- 
solidate such  districts  and  appoint  three  directors  for  the 
union  district  so  formed,  who  shall  be  styled  'Directors  of 
Union  District  No. —  Township  No. — ,  who  shall  have  all 
the  powers  conferred  by  law  upon  other  school  directors." 
The  consolidation  became  effective  upon  a  written  agree- 
ment signed  by  a  majority  of  each  of  the  concurring  boards 
and  a  report  of  the  proceedings  delivered  to  the  trustees  of 
the  schools,  with  a  map  of  the  new  district  thus  formed.  In 
this  way  the  districts  must  have  been  united,  but  no  such 
record  can  be  found;  and  for  that  matter,  so  far  as  it  is 
known,  there  are  no  records  whatever  of  the  union  graded 
schools  in  existence  to-day.  This  system  came  into  being  in 


PERIOD  OF  1840  TO  1861.  235 

May  or  June,  1858,  and  ceased  to  exist  June  11,  1861,  when 
the  present  system  was  organized.  Apparently  no  attempt 
was  made  to  grade  the  schools  during  the  first  year  of  this 
period.  In  fact  the  people  did  not  seem  anxious  to  conduct 
them  according  to  the  new  system  after  it  was  adopted. 
There  were  several  provisions  in  the  law  that  made  it  unde- 
sirable, and  they  thought  the  best  way  to  remedy  these 
would  be  to  secure  a  school  charter  from  the  legislature. 

THE  SCHOOL  CHARTER. 

For  this  purpose  a  series  of  mass  meetings  was  held  in 
the  early  part  of  1858.  At  one  of  these  meetings  a  com- 
mittee of  fifteen  was  appointed  to  draft  a  charter  to  present 
to  the  legislature.  On  this  committee  were  Dr.  Skinner  of 
Lombard,  and  Judge  Lanphere.  Professor  Churchill  was 
made  chairman  of  the  committee.  Judge  Lanphere  was 
made  chairman  of  a  sub-committee  to  draw  up  a  charter  and 
present  it  to  the  legislature.  The  bill  providing  for  a  spe- 
cial charter  to  the  School  District  of  the  City  of  Galesburg 
met  with  unexpected  opposition  at  Springfield. 

OPPOSITION  IN  THE  LEGISLATURE. 

The  Galesburg  Free  Democrat  of  February  2,  1859,  gives 
an  account  of  a  mass  meeting  of  the  citizens  held  January 
31,  1859,  in  the  basement  of  Dr.  Beecher's  church,  for  the 
purpose  of  considering  the  action  of  the  legislature  in  refer- 
ence to  the  proposed  charter.  A.  A.  Smith  presided  and 
Charles  Faxon  acted  as  secretary.  Mr.  M.  K.  Taylor  and 
O.  S.  Pitcher  were  called  upon  to  state  the  object  of 
the  meeting.  Mr.  Pitcher,  who  was  then  city  clerk, 
stated  that  the  legislature  had  laid  the  charter  on  the 
table  and  that  the  object  of  the  meeting  was  to  take 
steps  to  have  it  passed.  He  said  the  charter  had  been 
prepared  nearly  a  year  ago,  that  it  was  copied  mainly 
from  the  Springfield  charter,  and  he  then  stated  its 
principal  provisions.  He  explained  that  the  objections 


236  GALESBURG   PUBLIC    SCHOOLS 

made  were  chiefly  the  unlimited  nature  of  the  provis- 
ion for  raising  money  by  taxation,  and  the  fact  that  the 
charter  had  not  been  submitted  to  a  vote  of  the  people  and 
that  it  contained  no  provision  for  such  submission.  The 
meeting,  after  some  discussion,  adjourned  until  the  next 
evening  when  these  three  amendments  to  the  proposed  char- 
ter were  adopted :  1st.  The  charter  shall  be  submitted  to  a 
vote  of  the  people.  2nd.  The  Board  of  Education  shall  not 
have  power  to  levy  a  tax  to  exceed  one-half  of  one  per  cent 
without  a  direct  vote  of  the  people.  3rd.  It  shall  be  the  duty 
of  the  board  to  provide  a  school  for  colored  children. 

THREE  AMENDMENTS   MADE. 

It  was  voted  that  these  amendments  be  forwarded  to  our 
representative  at  Springfield,  with  a  request  to  him  to  in- 
corporate them  in  the  bill  and  to  use  his  best  efforts  to  get  it 
from  the  table  and  to  have  it  passed.  It  was  also  voted  that 
Judge  Lanphere  and  S.  W.  Brown  be  requested  to  take  the 
amendments  to  Springfield  and  to  work  for  the  passage  of 
the  bill.  That  there  was  great  interest  manifested  in  the 
charter  at  these  meetings  is  evident  from  the  fact  that  the 
Free  Democrat  reported  remarks  made  by  the  following 
men:  George  Churchill,  H.  N.  Bancroft,  C.  M.  Carr,  S.  W. 
Brown,  Rev.  S.  A.  Kingsberry,  O.  S.  Pitcher,  J.  H.  Knapp, 
Dr.  A.  B.  McChesney,  Riley  Root,  Dr.  Bunce,  R.  C.  Whit- 
ney, A.  B.  Campbell,  Dr.  M.  K.  Taylor,  D.  W.  Seider,  Mr. 
Fuller  and  Mr.  Clark. 

CAUSE  OF  DELAY  AT  SPRINGFIELD. 

Hon.  S.  W.  Brown,  who  was  then  mayor  of  the  city, 
took  the  amendments  to  Springfield.  He  soon  learned  that 
letters  written  by  persons  in  Galesburg  objecting  to  the 
passage  of  the  bill  had  been  received  by  Mr.  Gowdy,  chair- 
man of  the  Senate  committee  to  which  the  bill  had  been  re- 
ferred, and  that  this  was  the  cause  of  its  being  laid  on  the 
table.  Mr.  Brown  wrote  a  letter  from  Springfield  fully  ex- 


SEVENTH  WARD  ^;   ; 

The  Representatives  on  the  Board  of  Education  from  \he°  SVventK  Ward   ' 
since  1870,  the  year  that  section  of  the  city  was  made 
a  separate  Ward,  except  H.   D.   Burlingham,  who 
served  as  Director  for  five  months  in  1870. 


PERIOD  OF  1840  TO  1861.  237 

plaining  the  situation  there,  which  was  not  very  compli- 
mentary to  some  of  the  citizens  of  Galesburg.  This  letter 
was  published  in  the  Galesburg  Free  Democrat,  February 
19,  1859.  The  bill  passed  the  legislature  and  was  approved 
February  18,  1859. 

TWO  JOKERS  IN  THE  CHARTER. 

There  were  two  significant  provisions  inserted  in  the  last 
section  of  the  charter  which  were  the  means  of  delaying  its 
going  into  operation  for  two  years  and  seven  months.  The 
first  of  these  provisos  was,  that  the  Act  shall  not  take  effect 
or  be  in  force  without  the  majority  of  the  legal  voters  shall 
decide  in  its  favor;  the  usual  form  would  have  been  to  re- 
quire a  majority  of  the  votes  cast  at  the  election.  The  sec- 
ond proviso  was,  that  the  election  for  this  purpose  must  be 
held  at  such  a  time  and  conducted  in  such  a  manner  as  the 
council  of  said  city  may  direct.  Both  of  these  provisions 
were  innocent  looking,  and  they  are  customary  in  such  in- 
struments, but  each  contained  a  joker,  showing  the  charac- 
ter of  the  opposition,  which  was  composed  of  men  who  were 
always  on  the  alert  and  especially  skillful — the  "standpat- 
ters" of  those  days,  but,  as  it  will  be  seen,  they  were  fight- 
ing for  a  losing  cause. 

ELECTION    DENIED    BY    COUNCIL. 

Early  in  the  spring  of  1859,  the  friends  of  the  charter  or 
those,  as  the  Free  Democrat  puts  it,  who  wanted  more  than 
six  months  of  school  in  a  year  for  the  children  of  the  city, 
appealed  to  the  City  Council  to  submit  the  adoption  of  the 
charter  to  a  vote  of  the  people,  but  it,  in  its  wisdom,  refused 
to  call  an  election  for  that  purpose. 

SCHOOL  DIRECTORS  ELECTED. 

The  friends  of  free  graded  schools  having  spent  a  year, 
since  the  consolidation  of  the  districts,  in  trying  to  secure 
a  charter  that  would  give  more  liberal  provisions  for  public 


238  GALESBURG   PUBLIC   SCHOOLS 

schools  than  were  contained  in  the  union  graded  school 
act,  and  seeing  no  hope  in  the  immediate  future  that  the 
City  Council  would  allow  a  vote  to  be  taken  on  the  charter, 
determined  to  do  the  best  that  could  be  done  with  the  law 
they  had.  An  election  for  school  directors  for  School  Dist- 
rict No.  1,  comprising  all  the  schools  of  the  city,  was  held  on 
the  first  Monday  of  September,  1859.  This  was  the  regular 
time  'for  holding  school  elections  in  those  days.  George 
Churchill,  A.  B.  Campbell  and  J.  H.  Knapp  were  nominated 
at  a  called  meeting  of  the  citizens  held  on  the  Saturday 
evening  before.  There  were  two  hundred  and  fifty  votes 
cast,  and  these  men  were  elected  by  a  majority  of  sixty- 
three  votes. 

UNION   GRADED  SCHOOLS  ORGANIZED. 

The  Board  of  Directors  went  to  work  immediately  to 
organize  a  system  of  graded  schools,  free  to  all  citizens  of 
Galesburg  between  five  and  twenty-one  years  of  age.  The 
schools  up  to  that  time  had  been  mixed  schools,  having  the 
advanced  scholars  in  the  same  room  with  those  learning 
their  A.  B.  C's ;  and  the  variety  of  text-books  was  said  to  be 
some  less  than  the  number  of  pupils.  The  first  thing  the 
Board  did,  was  to  grade  the  scholars,  according  to  advance- 
ment in  studies,  into  four  departments:  primary,  second- 
ary, grammar  and  high  school.  Many  scholars,  it  was  said, 
had  been  educated  in  one  branch  and  neglected  in  others; 
hence  a  regular  course  of  study  was  outlined,  and  uniform 
text-books  were  adopted. 

UNION  GRADED  SCHOOLS  OPENED. 

The  primary  and  secondary  schools  were  opened  Mon- 
day, September  19,  1859,  in  the  eight  schoolhouses  that  had 
come  to  the  Board  by  the  consolidation  of  the  districts. 
There  were  eight  teachers  in  these  schools ;  400  pupils  were 
enrolled  the  first  week,  and  639  during  the  year.  The  ad- 
vanced departments,  grammar  and  high  school,  were  opened 


PERIOD  OF  1840  TO  1861.  239 

Wednesday,  September  28,  1859,  in  rooms  rented  by  the 
Board.  Three  of  these  rooms  were  in  the  old  Post  Office 
building  on  South  Broad  street,  opposite  the  old  First 
Church.  The  Board  rented  three  other  rooms  this  year, 
but  where  is  uncertain;  probably  two  of  them  were  on 
the  northwest  corner  of  the  Square,  the  property  of  Mr. 
C.  S.  Colton,  for  the  advanced  departments,  and  the 
other  perhaps  was  in  an  outlying  section,  for  the  ele- 
mentary grades.  The  number  of  pupils  enrolled  during 
the  year  in  the  high  school  department  was  60,  and  in  the 
grammar  department,  160,  making  a  total  enrollment  of  859 
for  the  year,  in  all  departments.  The  number  of  teachers 
was  fourteen,  and  they  received  $2,197.90  in  salaries.  The 
total  cost  of  the  schools  for  the  year  was  $3,176.89. 

MRS.  TRYON   PRECEPTRESS. 

The  only  reference  to  employment  of  these  teachers  that 
could  be  found  is  the  following  from  the  Free  Democrat  of 
September  21,  1858:  "We  are  glad  to  learn  that  our  well 
known  teacher,  Mrs.  Tryon,  has  been  engaged  as  Precept- 
ress in  the  higher  department  of  our  union  graded  schools. 
Mrs.  Tryon  has  built  up  a  large  and  flourishing  school  in  the 
north  part  of  the  city,  by  her  own  merits  as  a  teacher.  She 
now  leaves  this  to  aid  in  our  public  schools."  Mrs.  Tryon 
was  placed  at  the  head  of  the  school  in  the  Post  Office  build-1 
ing,  which  was,  without  doubt,  the  most  advanced  depart- 
ment in  the  school  system,  and  she  was  paid  $50  per  month. 

SUBJECTS  TAUGHT. 

From  a  conference  the  writer  had  with  Mrs.  Tryon, 
some  fifteen  years  ago,  and  which  was  written  down  at  the 
time,  the  following  facts  concerning  this  school  are  here 
given.  Pupils  from  all  parts  of  the  city  were  admitted  to 
this  school  upon  examination.  Mrs.  Tryon  took  50  of  her 
own  pupils  with  her,  and  there  were  150  in  all.  The  first 
or  highest  room,  called  "A"  grade,  was  under  Mrs.  Tryon; 


240  GALESBURG   PUBLIC    SCHOOLS 

the  second  room,  called  "B"  grade,  was  taught  by  Miss 
Nettie  Smith ;  the  third  room,  called  "C"  grade,  was  taught 
by  Mrs.  Kendall.  The  three  rooms  met  together  for  opening 
exercises  in  Mrs.  Tryon's  room.  All  the  common  branches 
were  taught ;  mathematics  as  high  as  algebra.  The  sciences 
were  represented  by  a  small  class  in  philosophy ;  there  were 
three  classes  in  Latin;  one  class  in  physical  geography.  A 
great  deal  of  rhetorical  work  was  done.  Essays  and  decla- 
mations, in  which  all  took  part,  were  the  regular  Friday 
afternoon  exercises.  A  daily  ten-minute  exercise  in  compo- 
sition was  given  in  Mrs.  Tryon's  room;  all  had  the  same 
subject,  which  was  announced  by  Mrs.  Tryon;  and  all  the 
work  was  done  in  the  room  and  it  was  completed  in  ten 
minutes. 

CLOSING  EXERCISES  OF  THE  TERM. 

The  first  term  of  the  schools,  which  ended  at  Christmas, 
closed  in  the  following  manner.  Mrs.  Tryon's  school  gave 
a  free  entertainment  at  Dunn's  Hall.  It  was  a  drama  gotten 
up  on  a  week's  notice.  At  least  half  of  it  was  improvised  on 
the  stage,  there  not  being  time  enough  to  commit  it.  After 
the  entertainment  they  had  a  free  supper,  and  after  the  sup- 
per a  speech  by  J.  H.  Knapp  who  was  a  good  talker,  a  mem- 
ber of  the  Board  and  looked  upon  as  the  Superintendent. 
The  following  local  from  the  Free  Democrat  of  December 
28,  1859,  is  no  doubt  its  account  of  this  exhibition.  "The 
Central  School. — This  school  did  honor  to  itself  on  Friday 
evening  (December  23)  by  appropriate  compositions,  decla- 
mations, tableaux  and  singing.  At  the  close  of  the  exercises 
the  audience,  numbering  about  600,  joined  in  the  festivities 
of  the  evening.  All  were  served  with  an  abundance  of  the 
nicest  kind  of  refreshments,  and  the  poor  of  the  city  were 
made  glad  the  next  day  by  several  baskets  of  the  fragments." 
The  same  issue  of  this  paper  gives  a  long  and  glowing  ac- 
count of  a  spelling  match  on  the  afternoon  of  that  Friday,  in 
which  the  eight  primary  and  secondary  schools  took  part. 


PERIOD  OF  1840  TO  1861.  241 

Mr.  Knapp  and  Professor  Churchill  pronounced  the  words. 
Mary  Campbell,  a  girl  of  eleven  years,  won  first  place  and 
George  S.  Raymond,  the  second. 

THE  CHARTER  ADOPTED. 

The  City  Council,  which  had  refused  in  1859  to  allow 
the  people  the  privilege  of  voting  on  the  charter,  had  a 
change  of  heart  the  next  year  after  the  city  elections  and  de- 
cided to  submit  the  charter  to  a  vote  of  the  people,  calling 
an  election  for  that  purpose  to  be  held  on  Saturday,  June  30, 
1860.  The  friends  of  the  charter  immediately  inaugurated  a 
campaign  in  its  favor  but  they  were  fearful  of  the  result,  for 
they  labored  under  a  great  disadvantage  as  they  had  to  get 
all  their  voters  to  the  polls  on  election  day,  whereas  their 
opponents  had  only  to  remain  away  from  the  polls.  The 
Free  Democrat  on  the  evening  before  the  election  said,  edi- 
torially, "To-morrow  (Saturday)  has  been  set  apart  by  our 
City  Fathers  for  a  vote  upon  the  new  school  charter.  It  will 
be  noticed  that  a  majority  of  all  the  legal  voters  must  vote 
for  it  in  order  to  make  it  a  law.  Its  adoption  will,  therefore, 
require  nearly  600  votes  in  its  favor,  and  its  friends  will,  no 
doubt,  realize  the  necessity  of  untiring  vigilance ;  every  vot- 
er who  stays  at  home  practically  votes  against  it."  On  elec- 
tion day  there  were  cast  505  votes  for  the  act  and  55  votes 
against  the  act.  The  friends  of  the  charter  were  satisfied 
and  its  opponents  were  silenced  as  the  majority  was  so  de- 
cisive that  any  contest  was  out  of  the  question,  the  highest 
number  of  votes  cast  at  the  last  election  being  629.  The 
City  Council,  accordingly,  on  July  3,  1860,  having  canvassed 
the  votes  as  above,  declared  the  school  charter  legally  adopt- 
ed and  a  part  of  the  law  of  the  city.  This  was  in  July,  1860; 
but  the  schools  were  not  organized  under  the  charter  until 
September,  1861.  The  explanation  of  this  is,  that  the  char- 
ter provides  for  the  election  of  directors  on  the  first  Monday 
in  June;  hence,  a  Board  of  Education  could  not  be  elected 
until  June,  1861. 


242  GALESBURG   PUBLIC   SCHOOLS 

LAST  YEAR  OF  UNION  GRADED  SCHOOLS. 

There  was  nothing  to  do  but  to  continue  the  union 
graded  schools  for  another  year,  which  was  done,  with  R.  B. 
Guild  as  Superintendent  of  Instruction  and  seventeen  lady 
assistants,  being  an  increase  of  four  teachers  over  the  prev- 
ious year.  A  complete  roster  of  these  teachers  may  be 
found  in  Root's  Galesburg  City  Directory  for  the  year  1861, 
a  copy  of  which  is  in  the  Public  Library.  There  were  nine 
buildings  for  the  primary  and  secondary  schools,  with 
twelve  teachers.  The  Central  School,  for  the  grammar  and 
high  school  departments,  was  held  this  year  on  the  west 
side  of  the  Square,  with  five  teachers,  in  rooms  rented  from 
Mr.  C.  S.  Colton.  There  was  a  special  teacher  of  penman- 
ship ;  the  German  language  and  the  rudiments  of  vocal 
music  were  taught ;  declamations  and  compositions  were  re- 
quired weekly;  and  a  teachers'  class  was  formed  in  the  fall 
and  spring  for  the  especial  benefit  of  those  wishing  to  teach. 
With  this  year  the  union  graded  school  system,  originally 
the  ideal  system  of  public  schools,  came  to  an  end,  having 
been  in  operation  only  two  years ;  but  a  stronger,  better  and 
more  complete  system  took  its  place — the  present  one, 
which  came  into  existence  on  the  first  Monday  of  June, 
1861,  by  the  election  of  the  Board  of  Education  of  the  Gales- 
burg  School  District. 

ADVANTAGES  OF  THE   CHARTER. 

Long  as  this  paper  is,  it  cannot  be  brought  to  a  close 
without  a  few  words  on  the  great  value  of  the  charter  and 
on  the  first  significant  act  of  the  Board  of  Education,  under 
it.  The  provision  of  the  charter  that  makes  the  treas- 
urer and  the  clerk  of  the  city,  ex-ofiicio,  treasurer  and 
clerk  of  the  Board  of  Education  has,  in  a  large  meas- 
ure, preserved  the  schools  in  the  past  from  political  domin- 
ation, by  taking  away  the  "sinews"  of  political  warfare.  If 
the  Board  appointed  its  own  treasurer,  as  it  would  do  under 
the  general  law,  then  all  the  banks  and  their  officials  would 


PERIOD  OF  1840  TO  1861.  243 

be  interested  in  the  membership  of  the  Board,  not  for  the 
good  of  the  schools,  particularly,  but  for  their  own  benefit, 
as  the  school  fund  is  one  of  the  best  deposits.  If  it  appoint- 
ed its  own  clerk,  as  it  would  do  under  the  general  law,  then 
the  politician  for  revenue  would  be  interested  in  who  is 
elected  to  the  Board,  for  that  office  is  good  for  from  a  thou- 
sand to  fifteen  hundred  dollars  salary,  under  political  man- 
agement. As  it  is,  there  is  nothing  in  the  management  of 
the  schools  by  the  Board  of  Education,  organized  under  the 
charter,  to  call  forth  the  legitimate  interest  of  anyone,  except 
the  welfare  of  the  schools  alone. 

The  provision  that  empowers  the  Board  to  locate  the 
school  buildings  without  submitting  each  to  a  vote  of  the 
people,  as  it  would  be  required  to  do  under  the  general  law, 
has  saved  the  schools,  and  the  city  too,  from  much  bitter  and 
needless  strife.  Nothing  so  paralyzes  the  efficiency  of  a 
school  as  the  warring  of  antagonistic  interests  in  its  admin- 
istration. 

THE  LAST  BATTLE  FOR  FREE  SCHOOLS. 

At  the  third  meeting  of  the  Board  of  Education,  held 
on  July  9,  1861,  the  last  move  in  the  battle  against  free 
schools,  that  had  been  so  persistently  and  ably  waged  since 
1855,  was  begun.  In  a  section  of  the  charter,  which  declares 
that  the  schools  shall  be  free,  follows  this  clause,  "or 
upon  the  payment  of  such  rates  of  tuition  as  the  Board  shall 
prescribe."  All  the  facts  in  the  history  of  the  case  being  con- 
sidered, this  looks  very  much  like  another  joker.  In  accord- 
ance with  this  provision  the  following  resolution  was  in- 
troduced: "Resolved,  That  all  student  residents  attending 
the  Central  School  shall  pay  the  sum  of  fifty  cents  per 
quarter  tuition,  and  all  attending  other  schools  shall  pay 
twenty-five  cents  per  quarter,  all  to  be  paid  in  advance." 
Both  the  wording  and  the  spirit  of  this  resolution  are  an 
echo  from  a  past  age.  On  motion  of  Mr.  Clement  Leach, 
the  member  from  the  Fifth  Ward,  it  was  laid  on  the  table 


244  GALESBURG   PUBLIC    SCHOOLS 

until  the  next  meeting.  At  the  next  meeting,  July  15th,  the 
motion  was  taken  up  for  consideration  and  after  a  full  dis- 
cussion the  vote  was  finally  called,  when  it  stood  three  yeas 
and  three  nays.  Hon.  Alfred  Knowles,  who  was  then 
mayor  of  the  city,  was  presiding,  and  it  fell  to  him  to  cast 
the  deciding  vote,  which  he  did,  on  the  side  of  the  negative, 
in  favor  of  free  schools.  Thus  Mr.  Knowles  had  the  honor 
of  firing  the  last  shot  in  the  battle  for  free  schools,  and,  be- 
cause he  fired  it  in  the  right  direction,  his  name  will  never 
be  allowed  to  die. 


„* 

c  in 


la 

n  »    > 


10 

5T  =    O 


CHAPTER  VI 

SCHOOL   CHARTER. 

At  one  time  there  were  seventy-three  school  districts  in 
the  state  with  special  charters.  Now  there  are  not  more 
than  thirty-five  such  districts.  These  charters  greatly  com- 
plicate the  school  law  and  thus  add  to  the  work  of  the  State 
Department  of  Public  Education.  For  years  it  has  been  the 
policy  of  that  department  to  encourage  the  abrogation  of 
special  charters.  Time  has  certainly  shown  that  the  charter 
of  "The  Board  of  Education  of  Galesburg  School  District" 
is  superior  to  the  general  school  law  in  the  following  re- 
spects : 

1st.  By  providing  that  each  ward  shall  have  a  repre- 
sentative in  the  Board  and  by  requiring  each  member  of  the 
Board  to  submit  his  election  to  the  voters  of  the  entire  city. 
Each  member  is  thus  made  to  feel  that  his  duty  is  to  look  to 
the  interests  of  the  whole  district  as  well  as  to  those  of  his 
ward — an  admirable  adjustment  of  centralized  and  local 
government. 

2nd.  By  giving  the  Board  of  Education  the  power  to 
locate  and  build  schoolhouses,  it  removes  a  prolific  source 
of  antagonism  that  would  array  one  section  of  the  city 
against  the  other. 

3rd.  By  making  the  City  Clerk  ex-officio  Clerk  of  the 
Board  of  Education,  it  offers  no  reward  to  the  politicians  to 
make  the  result  of  a  school  election  merely  a  question  of 
who  shall  draw  a  good  salary  for  doing  a  comparatively  lit- 
tle clerical  work. 

(245) 


246 


GALESBURG   PUBLIC   SCHOOLS 


4th.  By  making  the  City  Treasurer  ex-officio  Treasurer 
of  the  Board  of  Education,  it  does  not  invite  the  banking  in- 
terests of  the  city  to  make  the  issue  of  the  school  election 
simply  one  of  who  shall  handle  the  funds. 

On  account  of  these  last  two  conditions,  no  question  that 
does  not  directly  involve  the  educational  policy  of  the 
schools  is  likely  to  become  an  issue  in  a  school  election. 

The  time  for  holding  the  election,  coming  as  it  does  on 
the  first  Monday  after  the  schools  have  closed  for  the  year, 
is  also  a  wise  provision  of  the  charter.  Certainly  there  could 
be  no  better  time  in  the  school  year  than  at  its  close  for  the 
people  to  pass  on  the  policy  of  conducting  the  schools. 

THE  CHARTER. 

An  act  for  the  establishment  of  a  system  of  Graded  Schools  in  the  City  of 
Galesburg. 


SECTION. 

1.  Boundaries  of  school  district. 

2.  Division  of  property. 

3.  Transfer  of  school  funds. 

4.  Board  of  Education. 

5.  Powers  of  Board. 

6.  Same. 

7.  Determining  amount  of  school 

tax.* 

8.  Assessment  for  schools. 

9.  Census  of  children. 

10.  Borrowing  money. 

11.  Election  of  directors. 
12  Treasurer  and  clerk. 


SECTION. 

13.  Loaning  permanent  fund. 

14.  Security  for  loans. 

15.  Preferring  school  debts. 

16.  Collection  of  school  moneys. 

17.  Judgments  and  interest. 

18.  Increasing  securities. 

19.  Annual  report. 

20.  Admission  of  scholars. 

21.  Qualifications   for   admission. 

22.  Purchasing  grounds  and  build- 

ings. 

23.  Act,  part  of  the  charter. 

24.  Mode  of  taking  effect. 


SECTION  1.  Be  it  enacted  by  the  people  of  the  State  of  Illinois, 
represented  in  the  General  Assembly,  that  all  the  territory  within 
the  limits  of  the  city  of  Galesburg,  Knox  County,  Illinois,  according 
to  its  present  or  future  boundaries,  is  hereby  erected  into  a  common 
school  district,  to  be  known  as  Galesburg  School  District. 


*School  Law,  Art.  VIII,  Sec.  202:  For  the  purpose  of  establishing  and  sup- 
porting free  schools  for  not  less  than  six  nor  more  than  nine  months  in  each 
year,  and  defraying  all  the  expenses  of  the  same  of  every  description,  for  the  pur- 
pose of  repairing  and  improving  schoolhouses,  of  procuring  furniture,  fuel,  li- 
braries and  apparatus,  and  for  all  other  necessary  incidental  expenses  in  each 
district,  village  or  city,  anything  in  any  special  charter  to  the  contrary  notwith- 
standing, the  directors  of  such  district  and  the  authorities  of  such  village  or  city 
shall  be  authorized  to  levy  a  tax  annually  upon  all  the  taxable  property  of  the 
district,  village  or  city  not  to  exceed  tivo  and  one-half  per  cent,  for  educational 
and  two  and  one-half  per  cent,  for  building  purposes  (except  to  pay  indebtedness 
contracted  previous  to  the  passage  of  this  act),  the  valuation  to  be  ascertained 
by  the  last  assessment  for  state  and  county  taxes;  Provided,  that  in  cities  having 
a  population  exceeding  one  hundred  thousand  inhabitants  the  Board  of  Education 
may  establish  and  maintain  vacation  schools  and  play  grounds  under  such  rules 
as  it  shall  prescribe. 

[As  amended  by  Act  approved  April  21,  1899.     In  force  July  1,  1899.] 


SCHOOL  CHARTER.  247 

SEC.  2.  All  school  lands,  school  funds,  and  other  real  or  person- 
al estate,  notes,  bonds  or  obligations,  belonging  to  township  number 
eleven  north,  and  range  one  east,  of  the  fourth  principal  meridian, 
Knox  County,  Illinois,  held  or  owned  for  school  purposes,  shall  be 
divided  between  the  city  of  Galesburg  and  the  portion  of  the  town- 
ship without  the  same,  in  the  proportion  and  manner  following: 

The  school  trustees  for  said  township  shall,  within  thirty  days 
after  the  first  election  contemplated  by  this  act  appoint  two  com- 
missioners who  are  freeholders,  one  a  resident  of  said  city,  and  the 
other  of  said  township  without  the  city;  who,  after  being  sworn  well 
and  truly  to  discharge  their  duties,  shall  ascertain  the  whole  num- 
ber of  white  persons  under  the  age  of  twenty-one  years,  residing  in 
the  whole  of  said  township,  and  the  whole  number  in  said  city,  and 
in  the  township,  without  the  city;  and  thereupon  said  trustees  shall 
divide  and  apportion  said  funds,  real  and  personal  estate,  notes, 
bonds  and  obligations  of  said  township,  between  the  city  and  town- 
ship without  the  city,  according  to  the  number  of  white  persons  un- 
der the  age  of  twenty-one  years  residing  in  said  township.  Said 
trustees  shall  have  power  to  supply  any  vacancy  occurring  among 
said  commissioners. 

SEC.  3.  Said  trustees  or  other  person  or  persons  having  custody 
or  control  of  said  funds  or  lands,  shall  pay  over  and  deliver  to  the 
Board  of  Education  of  Galesburg  school  district,  the  portion  of  the 
funds  and  other  personal  estate,  notes,  bonds  and  obligations,  to 
which  the  school  district  may  be  entitled,  and  execute  and  deliver  to 
the  Board  of  Education  the  necessary  deeds  and  other  conveyances 
for  the  sale  of  real  estate  due  said  district  under  said  division. 

SEC.  4.  The  public  schools  of  said  district  shall  be  under  the  ex- 
clusive management  and  control  of  the  Board  of  Education,  to  con- 
sist of  the  mayor  of  said  city,  who  shall  be  the  president  of  the 
Board,  and  one  director  from  each  ward  of  the  city,  to  be  known  as 
"The  Board  of  Education  of  Galesburg  School  T)istrict;"  each  of 
whom,  with  the  treasurer  and  clerk  of  said  Board,  shall  be  sworn  to 
discharge  their  duties  with  fidelity. 

SEC.  5.  Said  Board  shall  have  exclusive  control  over  the  school 
lands,  funds,  and  other  means  of  said  district  for  school  purposes, 
and  shall  have  full  power  to  do  all  acts  and  things  in  relation  there- 
to, to  promote  the  end  herein  designed;  may  sell  or  lease  said  lands 
and  other  lands  or  property  which  may  have  been  or  may  hereafter 
be  donated,  purchased  or  designed  for  school  purposes  in  said  dis- 
trict, on  such  terms  for  cash  or  credit,  and  such  times  as  they  may 
see  proper.  They  shall  have  full  power  to  receive  conveyances  or 


248  GALESBURG   PUBLIC    SCHOOLS 

donations,  and  to  make  the  necessary  deeds  or  leases  for  lands;  and 
all  conveyances  by  the  Board  shall  be  signed  and  acknowledged  be- 
fore some  competent  officer  by  the  president  and  secretary  of  said 
Board:  Provided,  however,  that  no  sale  or  lease  of  land  for  more 
than  one  year  shall  be  made  without  the  concurrence  of  five  mem- 
bers of  the  Board.  A  majority  of  the  directors,  with  or  without  the 
president,  shall  constitute  a  quorum  for  the  transaction  of  business, 
and  in  the  absence  of  the  president  they  may  appoint  one  of  their 
own  body  president  pro  tempore.  The  president  shall  only  vote  in 
case  of  a  tie,  when  he  shall  have  a  casting  vote. 

SEC.  6.  Said  Board  shall  have  full  power  to  purchase  or  lease 
sites  for  schoolhouses,  with  the  necessary  grounds  therefor.  To 
erect,  hire  or  purchase  buildings  for  schoolhouses,  and  keep  them  in 
repair.  To  furnish  schools  with  necessary  books,  fixtures,  furniture, 
apparatus  and  library  or  libraries.  To  establish,  conduct  and  main- 
tain a  system  of  public  graded  schools,  to  be  kept  in  one  or  more 
buildings  in  said  district.  To  supply  the  insufficiency  of  school 
funds  for  the  payment  of  teachers  and  other  school  purposes,  and 
expenses,  by  school  taxes,  to  be  levied  and  collected  as  hereinafter 
provided.  To  determine  the  number,  make  the  appointment  and  fix 
the  amount  of  compensation  of  teachers  within  said  district,  and  of 
all  other  agents  and  servants.  Provided  that  the  directors  shall,  in 
no  case,  receive  any  compensation  for  services  as  directors.  To  pre- 
scribe the  studies  to  be  taught,  and  books  to  be  used  in  said  schools, 
including  maps,  charts,  globes,  etc.  To  lay  off  and  divide  the  said 
district  into  smaller  districts,  and  to  alter  the  same,  or  erect  new 
ones  at  pleasure.  To  pass  by-laws,  rules  and  regulations  to  carry 
their  powers  into  complete  execution,  and  for  the  government  of 
their  own  body,  their  officers,  agents  and  servants,  and  providing 
for  their  meetings  and  adjournments;  and  generally  to  have  and 
possess  all  the  rights,  powers  and  authority  necessary  for  the  proper 
establishment  and  control  of  an  effective  system  of  graded  schools 
within  said  district.  And  they  shall  visit  and  inspect  each  and  all 
the  schools  therein  as  often  as  may  be  necessary. 

SEC.  7.  *It  shall  be  the  duty  of  the  Board  of  Education,  and 
they  shall  have  full  power  to  determine  the  amount  of  money  need- 
ed, and  to  be  raised  for  school  purposes,  over  and  above  the  amount 
from  the  school  funds  hereinbefore  enumerated,  or  from  other 
sources:  Provided,  said  Board  shall  not  for  any  one  year  require  to 
be  raised  more  than  one-half  of  one  per  centum,  for  the  benefit  of 
said  schools,  on  the  assessed  value  of  the  real  and  personal  prop- 

*See  note  on  page  246. 


SCHOOL  CHARTER.  249 

erty  of  said  city  for  such  year,  without  a  majority  of  the  legal 
voters  of  said  city  authorize  them  to  do  so,  at  an  election  to  be  held 
for  that  purpose,  at  such  time  and  conducted  in  such  manner  as  the 
Board  may  direct;  nor  shall  said  Board  or  said  city  council  make 
any  loan  whatsoever  for  school  purposes  without  a  previous  au- 
thority by  such  vote,  but  with  the  concurrence  of  a  majority  of  said 
voters,  it  shall  be  lawful  to  raise  such  sum  either  by  taxation  or 
loan,  as  said  Board  may  see  proper;  and  before  the  first  day  of  Au- 
gust of  each  year,  they  shall  determine  the  amount  required  to  be 
collected  by  taxation  for  expenditure  for  one  year  from  the  first 
day  of  January  then  next  ensuing,  for  school  purposes  generally, 
and  certify  the  amount  to  the  city  council  of  Galesburg. 

SEC  8.  It  shall  thereupon  be  the  duty  of  the  city  council  to  levy 
said  sum  on  all  the  real  estate  and  personal  property  of  said  city 
according  to  the  assessment  and  valuation  thereof  for  the  current 
year  equally,  by  a  certain  rate  per  centum,  and  collect  the  same  as 
city  taxes  are  collected.  A  special  column  shall  be  prepared  in  the 
city  duplicate,  headed,  "school  purposes,"  in  which  shall  appear  the 
amount  of  tax  for  school  purposes  chargeable  against  each  parcel 
of  real  estate,  or  amount  of  personal  property,  and  when  said  taxes 
are  collected,  the  treasurer  shall  keep  a  separate  account  of  the 
same,  and  they  shall  be  used  and  applied  for  school  purposes  only, 
and  shall  be  paid  only  on  the  order  of  said  Board. 

SEC.  9.  It  shall  be  the  duty  of  the  Board  to  cause  an  abstract  of 
the  whole  number  of  white  children  under  the  age  of  twenty-one 
years  within  said  district  to  be  made,  and  furnish  the  same,  with 
such  further  information  as  is  required  in  sections  36  and  79,  of  the 
act  to  establish  and  maintain  a  system  of  free  schools,  approved 
February  16th,  1857,  to  the  school  commissioner  of  Knox  County, 
Illinois,  within  ten  days  after  the  same  shall  have  been  ascertained. 
And  the  school  commissioner  shall  pay  annually  to  the  said  Board 
for  the  exclusive  use  of  said  district,  the  amount  the  district  is  en- 
titled to  receive  from  the  funds  that  are  or  may  be  in  his  hands, 
subject  to  distribution  for  the  support  and  benefit  of  the  schools  in 
said  county,  in  accordance  with  the  provisions  of  the  free  school 
law  now  in  force,  the  same  as  if  no  special  charter  had  been  con- 
ferred upon  the  schools  of  the  city  of  Galesburg. 

SEC.  10.  The  city  council  of  the  city  of  Galesburg  is  hereby 
vested  with  full  power  to  borrow  such  sums  of  money,  being  sub- 
ject to  the  restriction  contained  in  the  seventh  section  of  this  act, 
as  they  may  deem  necessary  for  school  purposes  in  said  district,  at 
a  rate  of  interest  not  exceeding  ten  per  centum  per  annum,  which 


250  GALESBURG   PUBLIC   SCHOOLS 

may  be  made  payable  semi-annually  at  such  place  as  may  be  agreed 
upon,  and  the  money  when  so  borrowed  shall  be  placed  under  the 
control  of  the  Board  of  Education. 

SEC.  11.  The  Board  of  Education  shall  be  elected  by  all  the  qual- 
ified voters  of  said  school  district,  but  one  director  shall  reside  in 
each  of  the  wards  of  said  city,  and  be  a  householder  and  freeholder 
thereof.  The  directors  shall  hold  their  offices  three  years  from  the 
day  of  their  election,  except  that  one-third  of  the  first  Board  elected 
under  this  act  shall  retire  from  office  at  the  expiration  of  the  first 
year,  one-third  at  the  expiration  of  the  second  year,  and  one-third 
at  the  expiration  of  the  third  year;  and  the  period  of  their  retire- 
ment shall  be  decided  as  follows:  The  clerk  of  the  city  council 
shall  take  six  strips  of  paper,  on  two  of  which  he  shall  write  the 
words  "one  year;"  on  two,  "two  years;"  another,  three  years;"  each 
member  elect  shall  draw,  and  shall  serve  the  period  of  time  indi- 
cated by  the  words  on  the  paper  which  he  draws. 

An  election  shall  be  held  annually  at  the  place  where  the  city 
council  of  Galesburg  hold  their  meetings,  on  the  first  Monday  of 
June,  at  the  first  of  which  all  of  said  directors  shall  be  chosen,  and 
at  each  election  thereafter,  successors  to  the  directors  whose  terms 
are  about  to  expire.  For  the  first  election,  the  election  officers  shall 
be  appointed  by  the  city  council  of  Galesburg,  notice  thereof  being 
published  by  said  council  ten  days  before  the  election,  in  a  news- 
paper of  said  city,  but  for  each  subsequent  election  said  appoint- 
ment shall  be  made  by  the  Board  of  Education,  and  notice  given  by 
them  as  aforesaid,  and  for  what  wards  directors  are  to  be  chosen; 
and  said  election  shall  in  every  other  particular — the  supplying  of 
vacancies  in  the  officers  thereof,  substituting  the  place  for  holding 
the  election,  conducting  the  election,  making  the  returns,  etc.,  etc.> 
be  governed  by  the  ordinance  of  the  city  of  Galesburg  in  force  at 
the  time  of  election.  Said  Board  shall  be  the  judges  of  the  election 
and  the  qualifications  of  their  members  and  in  determining  the 
same,  shall  be  governed  by  the  city  ordinance  as  aforesaid. 

All  officers  under  this  act  shall  hold  their  offices  until  the  elec- 
tion and  qualification  of  their  successors.  Removal  from  his  ward,, 
and  not  out  of  the  city,  by  any  director,  shall  not  vacate  his  office,, 
and  whenever  any  vacancy  shall  occur  in  the  office  of  director,  the 
city  council  of  Galesburg  shall  supply  the  same  upon  notice  thereof 
by  the  Board  of  Education;  but  such  appointment  so  made  by  the 
city  council  shall  only  continue  until  the  next  regular  election  of 
directors,  when  a  successor  shall  be  elected,  who  shall  hold  his, 
office  for  the  unexpired  term  only. 


SCHOOL  CHARTER.  251 

SEC.  12.  The  treasurer  and  clerk  of  the  city  of  Galesburg  shall 
be  the  treasurer  and  clerk  of  the  Board  of  Education,  and  the  Board 
shall  determine  their  duties,  compensation  and  amount  of  security 
to  be  given. 

SEC.  13.  Said  Board  shall  cause  all  funds  not  needed  for  imme- 
diate use,  to  be  loaned  at  the  rate  of  ten  per  cent,  per  annum,  paya- 
ble semi-annually  in  advance.  No  loan  shall  be  for  a  longer  period 
than  five  years,  and  if  exceeding  one  hundred  dollars,  shall  be  se- 
cured by  unencumbered  real  estate  of  at  least  double  the  value  of 
the  loan,  without  estimating  perishable  improvements.  For  any 
sum  of  one  hundred  dollars  and  under,  good  and  satisfactory  per- 
sonal security  may  be  taken. 

SEC.  14.  All  notes  and  securities  shall  be  to  the  Board  of  Edu- 
cation, for  school  purposes,  and  the  borrower  shall  be  at  all  ex- 
pense of  examining  titles,  preparing  and  recording  papers. 

SEC.  15.  In  settling  the  estates  of  deceased  persons,  debts  for 
school  purposes  shall  be  preferred  to  all  others  except  those  at- 
tending the  last  illness  of  the  deceased  and  his  funeral  expenses; 
excluding  the  physician's  bill. 

SEC.  16.  If  default  be  made  in  the  payment  of  interest  or  of  prin- 
cipal when  due,  interest  at  the  rate  of  twelve  per  cent,  per  annum, 
on  the  amount  due,  shall  be  charged  from  the  default,  and  may  be 
recovered  by  suit.  Suit  may  be  for  the  interest  only,  whether  the 
principal  be  due  or  not;  and  if  the  interest  be  not  paid  within  ten 
days  after  the  same  becomes  due,  the  principal,  at  the  option  of  the 
holder  of  the  note,  shall  thereby  become  due,  and  may  be  recovered 
by  suit  if  necessary. 

SEC.  17.  All  judgments  for  principal  or  interest,  or  both,  shall 
draw  interest  at  the  rate  of  twelve  per  cent,  from  the  rendition  of 
judgment;  and  said  Board  may  purchase  in  property  sold  on  execu- 
tion or  decree  in  their  own  favor  as  other  persons,  with  right  of  re- 
demption as  in  other  cases.  No  judgment  for  costs  shall  be  ren- 
dered against  said  Board,  to  be  paid  out  of  the  school  funds. 

SEC.  18.  If  the  security  for  any  loan  or  other  debt  due  the  school 
district,  in  the  judgment  of  the  Board,  become  doubtful  or  insecure, 
they  shall  cause  the  debtor  to  be  notified  thereof;  and  if  he  shall 
not  immediately  secure  the  same  to  the  satisfaction  of  the  Board, 
the  principal  and  interest  shall  thereby  become  due  immediately, 
and  suit  may  be  brought  against  all  the  makers  of  the  note,  al- 
though such  condition  or  stipulation  be  not  inserted  in  the  note. 

SEC.  19.  Said  Board  of  Education  shall  publish  annually  a  state- 
ment of  the  number  of  pupils  instructed  the  preceding  year,  the  sev- 


252  GALESBURG   PUBLIC    SCHOOLS 

eral  branches  of  education  pursued,  the  receipts  and  expenditures 
of  each  school,  specifying  the  sources  of  such  receipts  and  the  ob- 
jects of  such  expenditures. 

SEC.  20.  Said  Board  shall  have  full  power  to  admit  persons  who 
do  not  reside  within  said  district  into  said  schools,  upon  such  terms 
as  they  may  think  proper. 

SEC.  21.  All  free  white  persons,  over  the  age  of  five  years  and 
under  the  age  of  twenty-one  years,  residing  within  said  district,  shall 
be  admitted  to  said  schools  free,  or  upon  the  payment  of  such  rates 
of  tuition  as  the  Board  shall  prescribe;  but  nothing  herein  contained 
shall  prevent  persons  being  suspended,  expelled,  or  kept  out  of  said 
school  altogether,  for  improper  conduct. 

SEC.  22.  In  purchasing  or  leasing  grounds  or  buildings  for 
school  purposes,  said  Board  of  Education  may  do  so  on  credit,  and 
when  the  price  and  conditions  of  the  purchase  or  lease  are  agreed 
upon,  the  Board  may  certify  the  same  to  the  city  council  of  Gales- 
burg,  and  the  council  shall  make  or  cause  to  be  made  to  the  proper 
party,  the  bonds  or  obligations  of  said  city  for  the  payment  of  the 
purchase  money,  according  to  said  terms,  or  said  Board  may  execute 
in  their  own  name  said  contract,  bonds,  obligations,  and  they  shall 
be  binding  upon  said  city;  and  the  council  shall  provide  for  the  pay- 
ment of  the  same,  and  the  interest  thereon  as  it  becomes  due,  as 
though  they  were  executed  by  the  city  of  Galesburg,  and  under  her 
corporate  seal. 

SEC.  23.  This  act  shall  be  attached  to  the  act  incorporating  the 
city  of  Galesburg,  and  be  considered  a  part  of  said  charter. 

SEC.  24.  This  act  shall  not  take  effect  or  be  in  force  without  a 
majority  of  the  legal  voters  of  said  city  shall  decide  in  its  favor  at 
an  election  for  that  purpose,  to  be  held  at  such  time  and  conducted 
in  such  manner  as  the  council  of  said  city  may  direct. 

WM.  R.  MORRISON, 
Speaker  of  the  House  of  Representatives. 

JOHN  WOOD, 

Approved  Feb.  18th,  1859:  Speaker  of  the  Senate. 

WM.  H.  BISSELL. 

UNITED  STATES  OF  AMERICA,   1 

State  of  Illinois.  \  ss' 

I,  O.  M.  Hatch,  secretary  of  state  of  the  state  of  Illinois,  do 
hereby  certify  that  the  foregoing  is  a  true  copy  of  an  enrolled  law, 
now  on  file  in  my  office.  In  witness  whereof  I  have  hereunto  set 
my  hand,  and  affixed  the  great  seal  of  state,  at  the  city  of  Spring- 
field, this  14th  day  of  March,  A.  D.  1859. 

O.  M.  HATCH, 

Secretary  of  State. 


RULES  AND  REGULATIONS.  253 

THIRD  AMENDMENT. 

An  act  to  amend  an  act  entitled  "An  act  for  the  establishment  of  a  system 
of  Graded  Schools  in  the  City  of  Galesburg. 

SECTION.  SECTION. 

1.     Assessment  and  Loans.  2.     Amendatory. 

SECTION  1.  Be  it  enacted  by  the  people  of  the  State  of  Illinois, 
represented  in  the  General  Assembly,  that  section  seven  from  the 
word  "Provided"  in  the  fifth  line  from  the  top  of  said  section,  be  as 
follows:  "Provided  said  Board  shall  not  for  any  one  year  require 
to  be  raised  more  than  one  per  centum  for  the  benefit  of  said 
schools  on  the  assessed  value  of  the  real  and  personal  property  of 
said  city  for  such  year  unless  authorized  by  a  majority  of  the  votes 
cast  at  an  election  ordered  by  said  Board  for  such  purpose,  notice 
of  such  election,  and  the  time  and  place,  having  been  given  in  ac- 
cordance with  the  city  ordinance  for  elections  in  force  at  that  time; 
nor  shall  said  Board,  or  said  city  council,  make  any  loan  exceeding 
one  thousand  dollars,  nor  for  a  time  longer  than  six  months,  for 
school  purposes,  unless  authorized  by  a  vote  as  aforesaid." 

SEC.  2.  At  the  end  of  section  ten  add  the  following  words: 
"Anything  in  the  charter  of  the  city  of  Galesburg  to  the  contrary 
notwithstanding." 

SEC.  3.  At  the  end  of  section  twenty-three,  add  the  following 
words:  "And  amendment  thereto." 

Approved  Feb.  14,  1865. 


RULES  AND  REGULATIONS. 

ORGANIZATION. 

SECTION  1.  The  members  of  the  Board  of  Education  shall  meet 
and  organize  on  the  second  Monday  in  June  of  each  year,  and  the 
President  shall  appoint  the  following  standing  committees,  each  to 
consist  of  three  members : 

1.  School  Buildings  and  Grounds. 

2.  Text-Books,   Rules  and  Regulations,   Furniture   and   Supplies. 

3.  Auditing. 

4.  Teachers. 

The  Superintendent  of  Schools  shall  be  ex-officio  a  member  of 
each  committee. 


254  GALESBURG   PUBLIC   SCHOOLS 

RULES  OF  ORDER. 

SECTION  1.  A  majority  of  the  members  of  the  Board  shall  con- 
stitute a  quorum. 

SEC.  2.  The  President  shall  preserve  order  and  decide  all  questions 
of  order  subject  to  an  appeal  to  the  Board^  In  the  absence  of  the 
President,  a  member  of  the  Board  shall  be  elected  President  pro  tern. 

SEC.  3.  No  member  shall  entertain  any  private  conversation  while 
another  member  is  speaking. 

SEC.  4.  All  resolutions  shall  be  submitted  in  writing  at  the  request 
of  the  President  or  any  member. 

SEC.  5.  Every  member  present  shall  vote  on  all  questions  which 
have  been  seconded  and  stated  by  the  chair,  unless  excused  by  the 
Board  or  directly  interested  in  the  question. 

SEC.  6.  The  vote  on  any  question  shall  be  taken  by  yeas  and  nays 
when  any  member  shall  call  for  them,  in  which  case  the  vote  shall  be 
recorded. 

SEC.  7.  When  a  question  is  before  the  Board,  no  motion  shall  be 
received,  except  to  adjourn,  to  lay  on  the  table,  to  close  the  debate,  to 
refer,  to  postpone  to  a  certain  time,  or  to  amend ;  and  the  motion  shall 
take  precedence  in  the  order  above  named ;  the  first,  second,  and  third 
shall  be  decided  without  debate,  and  second  and  third  by  a  two-thirds 
vote.  Any  member  may  call  for  a  division  of  the  question  when  the 
sense  will  admit  of  it. 

SEC.  8.  No  more  than  two  amendments  shall  be  entertained  at  the 
same  time  to  a  proposition — that  is,  an  amendment,  and  an  amendment 
to  an  amendment — and  the  question  shall  be  taken  on  the  last  amend- 
ment. 

SEC.  9.  In  all  cases  where  a  motion  or  resolution  shall  be  entered 
on  the  minutes  of  the  Board,  the  name  of  the  member  moving  the  same 
shall  be  entered. 

SEC.  10.  All  committees  shall  be  appointed  by  the  chair  unless 
specially  directed  otherwise  by  the  Board. 

*SEC.  11.  All  unpaid  bills  against  the  Board  of  Education  must  be 
found  on  file  at  the  office  of  the  Superintendent  of  Schools  on  the 
Saturday  next  preceding  any  regular  meeting  of  the  Board,  and  all 
parties  who  have  contracted  or  ordered  the  same  are  required  to  call 
at  his  office  during  that  day  and  pass  upon  the  correctness  of  said  bills, 
preparatory  to  submitting  them  to  the  Auditing  Committee  of  the 
Board  for  payment.  Also  that  supplies  shall  be  bought  only  by  the 
order  of  some  member  of  the  Board,  or  by  the  Superintendent  of 
Schools. 


•Adopted,  June  9,  1902. 


RULES  AND  REGULATIONS.  255 

SEC.  12.  Roberts'  Rules  of  Order  shall  govern  the  Board  in  all 
cases  not  otherwise  provided  for  by  these  rules. 

GENERAL  REGULATIONS. 

SECTION  1.  The  Board  shall  hold  regular  meetings  on  the  second 
Monday  of  each  month  and  such  special  meetings,  from  time  to  time 
as  occasion  may  require,  to  be  convened  on  the  call,  in  writing,  of  the 
President  or  any  two  members  of  the  Board. 

SEC.  2.  When  special  meetings  are  called,  the  nature  of  the  busi- 
ness to  be  transacted  shall  be  stated  in  the  call  and  notice  for  said 
meeting,  and  no  other  business  shall  be  transacted  at  said  meeting, 
except  by  unanimous  consent  of  the  members  present. 

SEC.  3.  The  time  for  the  regular  meetings  shall  be  7  p.  m.  from 
October  1st  to  April  1st,  and  7 :30  p.  m.  from  April  1st  to  October  1st. 

SEC.  4.    The  order  of  business  shall  be: 

1.  Reading  the  Record  of  the  last  regular  and  any  inter- 

vening special  meetings. 

2.  Reports  of  Standing  Committees  in  their  order. 

3.  Communications  to  the  Board. 

4.  Reports  and  suggestions  by  the  Superintendent. 

5.  Miscellaneous  and  unfinished  business. 

SEC.  5.  The  Superintendent  of  Schools  shall  be  appointed  at  the 
regular  meeting  in  June  of  each  year. 

SEC.  6.  The  teachers  shall  be  appointed  and  their  salaries  fixed 
annually  in  the  month  of  June,  so  far  as  practicable. 

SEC.  7.  No  appointment  of  Superintendent  or  teacher  shall  be  for 
a  term  exceeding  one  year,  and  the  Board  reserves  the  right  to  dis- 
charge the  Superintendent  or  any  teacher,  for  cause. 

SEC.  8.  The  janitors  shall  be  appointed  and  their  wages  fixed,  an- 
nually, not  later  than  the  regular  meeting  in  August.  The  janitor  for 
each  building  shall  be  named  by  the  Director  living  in  that  district, 
subject  to  the  approval  of  the  Board;  and  such  Director  may  suspend 
such  janitor  for  cause,  and  shall  report  such  suspension  to  the  Board 
for  its  approval. 

SEC.  9.  The  salaries  or  pay  of  teachers,  officers,  and  other  em- 
ployes shall  not  be  increased  or  diminished  during  the  time  for  which 
the  appointments  are  made,  and  such  salaries  shall  be  allowed  monthly 
by  the  Auditing  Committee  upon  the  certificate  of  the  Superintendent 
of  Schools  that  the  services  have  been  rendered. 


256  GALESBURG   PUBLIC   SCHOOLS 

SEC.  10.  No  other  bill  shall  be  paid  until  approved  by  the  Auditing 
Committee  and  allowed  by  the  Board. 

SEC.  11.  Each  Director  shall  constitute  a  local  committee  for  the 
ward  in  which  he  resides. 

SEC.  12.  The  school  year  shall  consist  of  nine  months  of  four 
weeks  each  and  shall  be  divided  into  three  terms  as  follows : 

The  first  term  shall  begin  on  the  first  Monday  in  September,  and 
continue  sixteen  weeks. 

The  second  term  shall  begin  on  the  first  Monday  in  January,  and 
continue  twelve  weeks. 

After  one  week's  vacation,  the  third  term  shall  begin  and  continue 
eight  weeks. 

SEC.  13.  The  morning  session  shall  commence  at  eight  o'clock  and 
forty-five  minutes,  and  close  at  twelve.  The  afternoon  session  shall 
commence  at  one  o'clock  and  thirty  minutes,  and  close  at  four ;  pro- 
vided that  all  pupils  who  are  charged  with  no  delinquencies  may  be 
dismissed  at  half  past  three.  The  Friday  afternoon  session  may  be 
shortened  half  an  hour  for  teachers'  meetings. 

SEC.  14.  The  schools  shall  be  closed  on  all  National  and  State 
holidays.  When  any  of  these  holidays  fall  on  Thursday,  the  school 
shall  be  closed  for  the  remainder  of  the  week.  No  school  shall  be  dis- 
missed on  any  other  day  except  by  special  permission  of  the  Board. 

SEC.  15.  Any  regulation  may  be  suspended  by  a  vote  of  two-thirds 
of  the  members  present. 

SEC.  16.  No  amendment  shall  be  made  to  these  regulations  unless 
proposed  at  a  regular  meeting  and  laid  over  for  one  month  before  being 
considered. 

DUTIES  OF  THE  SUPERINTENDENT. 

SECTION  1.  It  shall  be  the  duty  of  the  Superintendent  to  acquaint 
himself  with  whatever  principles  or  facts  that  may  concern  the  interests 
of  education,  and  with  all  matters  in  any  way  pertaining  to  the  organ- 
ization, discipline  and  instruction  of  public  schools,  to  the  end  that  all 
the  children  of  this  city  who  are  instructed  in  the  public  schools  may 
obtain  the  best  education  which  these  schools  can  impart. 

SEC.  2.  He  shall  visit  all  the  schools  as  often  as  his  duties  will 
permit,  and  shall  pay  particular  attention  to  the  classification  of  the 
pupils,  and  shall  see  that  the  regulations  of  the  Board  are  faithfully 
carried  out. 


RULES  AND  REGULATIONS.  257 

SEC.  3.  He  shall  attend  all  the  meetings  of  the  Board  and  shall 
keep  the  Board  constantly  advised  of  the  schools  and  of  the  changes 
required  in  the  same.  He  shall  report  to  the  Board,  from  time  to 
time,  such  regulations  for  the  government  and  discipline  of  the  schools, 
as  he  may  deem  expedient,  and  the  same  may  be  adopted  by  the  Board ; 
and  he  shall  also  perform  such  other  duties  as  the  Board  may  from 
time  to  time  direct. 

SEC.  4.  The  Superintendent  shall  carefully  observe  the  teaching 
and  discipline  of  all  the  teachers  employed  in  the  public  schools,  and  he 
shall  make  such  suggestions  and  give  such  instructions  to  the  teachers 
as  he  shall  deem  best  calculated  to  increase  their  efficiency  as  instruc- 
tors. He  shall  report  to  the  Board  whenever  he  finds  a  teacher  de- 
ficient or  incompetent  in  the  discharge  of  his  or  her  duties. 

SEC.  5.  He  shall  attend  and  advise,  when  requested,  with  any 
standing  or  special  committee,  in  respect  to  the  matters  committed  to 
them. 

SEC.  6.  He  shall  direct  the  examination  for  promotion  in  all 
grades,  and  no  pupil  shall  be  promoted  or  transferred  from  one  school 
to  another,  without  his  approbation. 

SEC.  7.  In  case  of  sickness  or  temporary  absence  of  any  teacher, 
it  shall  be  his  duty  to  procure  a  proper  substitute. 

SEC.  8.  He  shall  prepare  and  certify  to  the  monthly  pay-roll  of 
teachers  and  janitors. 

SEC.  9.  It  shall  be  his  duty,  upon  consultation  with  the  proper 
committee,  to  order  and  oversee  such  repairs  and  improvements  as 
may  be  necessary  from  time  to  time,  to  keep  all  the  school  property  in 
good  condition. 

SEC.  10.  He  shall  annually  prepare  a  report  embracing  such  facts 
and  statistics  in  reference  to  the  system  of  public  schools  of  this  city 
as  may  be  of  interest  to  the  community. 

SEC.  11.  His  office  hours  on  school  days  shall  be  from  8  to  9  a.  m., 
and  from  3 :30  to  4 :30  p.  m.  On  Mondays  he  shall  remain  in  his  office 
until  12  m. 

TEACHERS. 

SECTION  1.  All  teachers  in  the  public  schools  are  required  to  make 
themselves  familiar  with  these  regulations,  and  especially  with  that 
portion  which  relates  to  their  respective  schools,  and  to  see  that  these 
are  faithfully  observed. 

SEC.  2.  The  teachers  shall  punctually  observe  the  hours  appointed 
for  opening  and  dismissing  the  schools,  and  during  the  school  hours, 
shall  devote  themselves  exclusively  to  the  duties  of  their  charge. 


258  GALESBURG   PUBLIC    SCHOOLS 

SEC.  3.  The  teachers  may  meet  once  in  four  weeks,  on  Friday 
afternoon,  at  half-past  three,  or  at  the  call  of  the  Superintendent,  for 
the  purpose  of  mutual  consultation  in  regard  to  the  interests  of  the 
schools,  modes  of  discipline,  of  imparting  instruction,  etc.  The  session 
may  continue  two  hours.  A  record  of  the  meetings  shall  be  kept,  which 
shall  be  open  to  the  inspection  of  the  Board. 

Spc.  4.  All  teachers  are  required  to  open  and  remain  in  their 
rooms  at  least  fifteen  minutes  before  the  time  for  commencing,  morn- 
ing and  afternoon.  They  shall  not  permit  disorder,  unnecessary  noise 
or  rude  conduct  in  their  rooms,  at  any  time.  Teachers  failing  to  com- 
ply with  this  rule  shall  report  their  tardiness  to  the  Superintendent. 

SEC.  5.  The  Principals  of  buildings  shall  be  held  responsible  for 
the  management  of  their  respective  schools.  They  shall  prescribe  such 
rules  and  regulations  for  halls,  yards  and  outbuildings  connected  with 
same,  and  shall  insure  their  being  kept  in  a  proper  condition.  The 
other  teachers  shall  co-operate  with  them,  not  only  during  school  hours, 
but  during  the  time  the  pupils  are  on  the  school  premises,  at  recess  and 
before  and  after  school.  They  shall  use  all  reasonable  efforts  to  pre- 
vent pupils  from  gathering  on  the  school  grounds  before  the  hours  for 
opening  the  school,  and  they  shall  require  them  to  leave  the  premises 
at  the  close  of  the  school. 

SEC.  6.  Teachers  may  visit  public  schools  for  the  purpose  of  ob- 
serving modes  of  instruction  and  discipline.  Such  visits  shall  not  oc- 
cupy more  than  two  days  in  a  year,  and  one  visiting  day  only  can  be 
taken  in  any  term,  and  for  this  purpose  only  one  room  in  the  same 
building  can  be  dismissed  at  the  same  time. 

SEC.  7.  The  teachers  shall  practice  such  discipline  in  their  schools 
as  would  be  exercised  by  a  kind,  firm  and  judicious  parent  in  his  fam- 
ily; and  they  shall  resort  to  corporal  punishment  only  when  milder 
means  have  been  tried  and  found  to  fail.  Each  teacher  shall  keep  a 
list  of  all  cases  of  corporal  punishment  inflicted  by  said  teacher,  and 
at  the  close  of  each  month  shall  report  the  same  to  the  Superintendent, 
with  date,  name  of  pupil,  and  cause  of  such  punishment. 

SEC.  8.  They  shall  adhere  to  the  Course  of  Study  prescribed  by 
the  Board. 

SEC.  9.  No  teacher  shall  read  or  distribute  any  advertisement,  nor 
allow  any  advertisement  to  be  read  or  distributed  in  any  schoolroom, 
or  upon  any  of  the  school  premises. 

SEC.  10.  Notice  of  the  supplies  or  repairs  required  in  any  of  the 
schoolrooms  should  be  sent,  in  writing,  to  the  Superintendent,  on 
Monday  between  4  and  5  p.  m. 


RULES  AND  REGULATIONS.  259 

SEC.  11.  The  books  used  and  the  studies  pursued  shall  be  such, 
and  only  such,  as  may  be  authorized  by  the  Board;  and  no  pupil  shall 
be  allowed  to  retain  connection  with  any  public  school  unless  furnished 
with  books,  slates,  and  other  utensils  required  to  be  used  in  the  class 
to  which  he  belongs:  Provided,  that  no  pupil  shall  be  excluded  for 
such  cause  unless  the  parent  or  guardian  shall  be  furnished  by  the 
teacher  with  a  list  of  books  or  articles  needed,  and  one  week  shall  have 
elapsed  after  such  notice,  without  the  pupil's  obtaining  such  books. 

SEC.  12.  It  shall  be  the  duty  of  teachers,  from  time  to  time,  to 
send  reports  to  parents  in  such  form  as  the  Superintendent  shall  direct, 
indicating  the  standing  of  their  children  in  scholarship  and  deport- 
ment. They  shall  also  immediately  notify  parents  of  any  irregularity 
in  attendance  on  the  part  of  their  children,  unless  they  have  good 
reason  to  believe  that  such  irregularity  is  unavoidable,  and  with  the 
parents'  knowledge  and  consent. 

SEC.  13.  It  shall  be  the  duty  of  each  teacher  having  charge  of  a 
room  to  make  out  a  program  of  recitations  and  studies  of  the  differ- 
ent classes  in  the  school,  at  the  beginning  of  each  term,  placing  the 
same  in  a  conspicuous  place  in  the  schoolroom  for  reference,  and  fur- 
nish the  Superintendent  with  a  copy,  and  notify  him  of  any  changes  in 
the  same. 

SEC.  14.  The  Board  will  not  take  notice  of  any  charge  against  any 
teacher  unless  presented  in  writing  and  signed  by  at  least  one  respon- 
sible person. 

SEC.  15.  No  teacher  shall  have  the  right  to  resign  during  the  term 
for  which  he  or  she  was  appointed,  without  the  consent  of  the  Board, 
and  at  least  two  weeks'  notice. 

SEC.  16.  Each  teacher  shall  keep  his  or  her  register  and  class  book 
neatly  and  accurately,  and  in  accordance  with  the  prescribed  forms, 
and  at  the  end  of  the  year  return  them  to  the  Superintendent  at  his 
office. 

SEC.  17.  The  teachers  are  expected  to  give  vigilant  attention  to  the 
ventilation  and  temperature  of  their  schoolrooms. 

SEC.  18.  On  the  Friday  preceding  any  general  or  special  election, 
it  shall  be  the  duty  of  the  teachers  of  all  grades  above  the  fourth  year 
to  explain  to  their  pupils  the  meaning  and  purpose  of  the  elective  fran- 
chise as  enjoyed  in  this  country. 

SEC.  19.  The  Principals  shall  keep  an  inventory  of  all  apparatus 
and  supplies  belonging  to  their  buildings. 

SEC.  20.  Teachers  are  prohibited  from  awarding  prizes  to  pupils 
under  their  charge,  unless  authorized  by  the  Board. 


260  GALESBURG    PUBLIC    SCHOOLS 

SEC.  21.  Pupils  shall  not  be  permitted  to  answer  calls  from  the 
room  except  in  very  especial  cases  and  then  only  at  the  discretion  of 
the  Principal. 

SEC.  22.  They  shall  read,  from  time  to  time,  and  explain  to  their 
schools,  all  the  rules  relating  to  pupils,  that  they  may  be  distinctly  un- 
derstood. 

PUPILS. 

SECTION  1.  None  but  legal  residents  of  Galesburg,  between  the 
ages  of  six  and  twenty-one  years,  shall  be  admitted  into  any  of  the 
public  schools  without  the  permission  of  the  Board,  and  the  payment  of 
tuition,  at  the  rate  of  fifty  cents  per  week. 

SEC.  2.  No  pupil  beginning  the  first  year  shall  enter  after  the 
fourth  week  of  the  school  term. 

SEC.  3.  Pupils  can  only  be  admitted  to  the  schools  for  the  first 
time  by  a  permit  issued  by  the  Superintendent,  entitling  them  to  enter 
Monday  morning  of  any  week.  Pupils  may  be  received  during  the  first 
three  days  of  any  term ;  after  which,  application  for  admission  must  be 
made  on  Monday  mornings,  at  the  office  of  the  Superintendent. 

SEC.  4.  Pupils  shall  attend  school  in  the  district  in  which  they  re- 
side, except  when  transferred  by  the  Superintendent  of  Schools.  The 
following  grounds  will  be  considered  sufficient  to  warrant  a  transfer: 

(1).  From  a  school  which  has  more  pupils  than  seats,  to  a  school 
which  has  vacant  seats. 

(2).  In  case  of  injury  to  health  from  greater  distance  traveled, 
the  injury  to  be  determined  by  certificate  of  some  well  accredited  phy- 
sician. 

The  above  cases  must  present  certificates  of  good  standing  in  the 
schools  they  desire  to  leave. 

(3).  For  disciplinary  purposes,  when  the  good  of  the  pupil  and 
the  good  of  the  school  make  a  change  desirable. 

SEC.  5.  Every  scholar  who  shall  be  absent  four  half-days,  or  tardy 
four  times,  or  who  shall  leave  school  without  permission  twice  within 
four  consecutive  weeks,  without  a  statement  from  the  parent  or  guard- 
ian, given  in  person  or  by  written  note,  stating  that  these  absences  were 
with  his  knowledge,  or  unless  such  absences  shall  be  in  accordance  with 
the  previous  request  of  the  parent  or  guardian,  given  in  person  or  by 
written  note,  shall  forfeit  his  seat  in  school,  and  the  teacher  shall  forth- 
with notify  the  parent  that  the  pupil  is  suspended;  Provided,  that  no 
teacher  shall  be  required  to  enforce  this  regulation  until  other  reason- 


RULES  AND  REGULATIONS.  261 

able  means  for  correcting  such  irregularities  have  been  tried.  No  pupil 
who  has  been  thus  suspended  shall  be  restored  until  the  Superintendent 
has  received  satisfactory  assurance  from  the  parent  or  guardian  that 
these  irregularities  will  be  corrected  in  the  future. 

SEC.  6.  Any  pupil  guilty  of  defacing  or  injuring  any  school  prop- 
erty shall  pay  in  full  to  the  extent  of  the  damage,  and  be  liable  to  sus- 
pension or  expulsion  in  case  such  injury  was  wantonly  committed. 

SEC.  7.  Any  pupil  who  shall  be  absent  from  any  regular  examina- 
tion shall  forfeit  his  or  her  seat,  and  shall  not  thereafter  enter  any  of 
the  schools  of  the  city  without  a  special  permit  from  the  Superintend- 
ent. 

SEC.  8.  Whenever  a  parent  or  guardian  wishes  to  have  a  pupil  ex- 
cused from  any  regular  study  of  his  class,  or  regularly  during  any  por- 
tion of  school  hours,  for  any  reason  whatsoever,  he  shall  apply  to  the 
Superintendent  in  person  or  by  written  note,  stating  the  reason  for  such 
request,  and  the  Superintendent  shall  have  power  to  grant  it. 

SEC.  9.  All  the  pupils  are  required  to  refrain  from  every  kind  of 
rude  behavior  in  the  school  buildings,  such  as  loud,  boisterous  laughing 
and  talking,  whistling,  running  and  scuffling,  and  to  conduct  themselves 
as  well-bred  persons  would  do  in  a  private  house. 

SEC.  10.  No  games  shall  be  permitted  in  the  basements  or  yards 
which  will  endanger  the  safety  of  any  property  in  the  buildings  or  on 
adjoining  grounds;  nor  upon  the  streets  to  the  annoyance  of  the  pass- 
ersby.  Pupils  are  prohibited  from  throwing  snow  balls  or  missiles  of 
any  kind  on  the  school  premises,  or  on  the  streets  adjacent. 

SEC.  11.  Whenever  the  teachers  of  any  school  shall  report  to  the 
Superintendent  the  name  of  any  pupil  whose  conduct  is  considered  such 
that  he  or  she  is  unfit  to  be  a  member  of  the  school,  the  case  shall  at 
once  be  examined  by  the  Superintendent,  and  if,  in  his  judgment,  the 
pupil  has  been  duly  admonished,  and  he  exhibits  no  signs  of  reforma- 
tion, he  shall  temporarily  suspend  the  pupil.  He  shall  inform  the  par- 
ent, stating  the  cause  of  suspension.  Any  pupil  thus  suspended  may  be 
restored  at  the  direction  of  the  Superintendent;  but  no  pupil  shall  be 
finally  expelled  from  school  without  the  action  of  the  Board.  A  record 
of  all  suspensions  and  expulsions  shall  be  kept  at  the  office  of  the 
Superintendent. 

SEC.  12.  No  pupils  shall  be  advanced  from  one  grade  to  another, 
except  by  special  permission  of  the  Superintendent,  until  they  are  able 
to  sustain  a  satisfactory  examination  in  all  the  studies  of  the  grade 
from  which  they  are  to  be  transferred.  Pupils  may  be  sent  into  a  lower 
class  whenever  their  scholarship  has  been  of  the  fourth  rank  two 


262  GALESBURG   PUBLIC    SCHOOLS 

months  in  succession,  or  whenever  it  seems  probable  that  they  will  not 
attain  a  fair  standing  in  a  class  to  which  they  belong.  The  fourth 
rank  shall  be  below  an  average  of  75  per  cent. 

SEC.  13.  To  complete  the  eighth  grade  or  to  graduate  from  the 
High  School,  the  pupil's  standing  must  not  be  lower  than  75  per  cent, 
in  any  subject  unless  the  general  average  of  all  subjects  exceeds  85  per 
cent.  The  standing  shall  be  based  upon  the  daily  work  and  the  final 
examination.  In  all  other  grades  an  average  standing  of  75  per  cent, 
shall  be  required  to  admit  the  pupil  to  the  grade  above. 

SEC.  14.  An  excuse  for  every  absence  or  tardiness  shall  be  ren- 
dered in  writing  or  in  person  by  the  parent  or  guardian  of  the  delin- 
quent pupil. 

In  such  case  the  pupil  shall  not  be  entitled  to  the  benefits  of  the 
school  until  the  excuse  is  rendered.  Provided,  the  teacher  may,  if  he 
thinks  best,  permit  the  pupil  to  remain  in  school  during  the  first  half- 
day  on  which  he  shall  come  after  the  absence,  or  during  the  half-day 
on  which  the  tardiness  occurs,  and  require  such  pupil  to  bring  the  ex- 
cuse on  the  succeeding  half -day. 

SEC.  15.  Any  child  who  comes  to  school  without  having  given 
reasonable  attention  to  cleanliness  of  person  or  dress,  may  be  sent 
home  to  be  prepared  for  school  in  a  proper  manner. 

SEC.  16.  Teachers  may  require  pupils,  guilty  of  insubordination, 
to  make  an  apology  as  openly  and  explicitly  as  the  nature  of  the  case 
may  require. 

DIRECTIONS    FOR    KEEPING   RECORDS. 

SECTION  1.  The  ages  of  all  pupils  shall  be  taken  in  years  and 
months  immediately  upon  their  entering  school. 

SEC.  2.  Every  pupil,  upon  entering  the  school,  prepared  with  books 
and  other  requisites  for  performing  his  work,  shall  be  enrolled  as  a 
member  of  the  school,  whether  he  be  a  member  for  one  day,  for  one 
week,  or  for  an  entire  term. 

SEC.  3.  Every  pupil  who  shall  have  been  in  attendance  during  half 
or  more  than  half  of  a  given  session,  shall  be  accounted  present  for 
that  session ;  otherwise  he  shall  be  accounted  absent. 

SEC.  4.  The  name  of  any  pupil  who  has  been  absent  for  six  con- 
secutive half-days  shall  be  dropped  from  the  roll;  provided  in  cases 
when  the  pupil  has  left  school  not  to  return,  his  name  may  be  dropped 
on  the  day  of  leaving. 

SEC.  5.  Any  pupil  who  may  be  absent  from  the  schoolroom  at  a 
definite  time  previously  fixed  for  the  beginning  of  the  session  shall  be 


RULES  AND  REGULATIONS.  263 

marked  tardy;  except  in  a  case  where  a  pupil,  after  having  been  pres- 
ent in  the  schoolroom  shall  be  sent  by  the  teacher  into  other  parts  of 
the  school  building,  or  upon  the  school  premises,  to  attend  to  business 
connected  with  the  school. 

SEC.  6.  When  a  class  finishes  a  grade,  there  is  entered  in  the  Grade 
Record  for  the  school  (1)  the  length  of  the  time  the  class,  or  any  par- 
ticular pupil,  was  in  the  grade;  (2)  the  name  of  each  pupil;  (3)  the 
age  in  years  and  months  of  each  pupil  at  the  time  of  completing  the 
grade. 

SEC.  7.  The  average  daily  attendance  shall  be  found  by  dividing 
the  whole  number  of  days  present  by  the  number  of  days  of  school. 

SEC.  8.  The  average  number  enrolled  shall  be  found  by  taking 
one-half  the  sum  of  the  enrollment  and  average  daily  attendance  for 
the  month. 

SEC.  9.  The  per  cent,  of  attendance  shall  be  found  by  dividing  one 
hundred  times  the  average  daily  attendance  by  the  average  number  en- 
rolled. 

JANITORS. 

SECTION  1.  The  janitors  shall  remain  in  or  near  their  respective 
building  during  the  school  hours,  unless  excused  by  the  Principal,  and 
devote  their  time  to  the  duties  pertaining  to  their  position. 

SEC.  2.  They  shall  have  the  rooms  properly  heated  at  least  thirty 
minutes  before  the  time  of  commencing  school  in  the  morning. 

SEC.  3.  They  shall  carefully  sweep  the  schoolrooms,  wardrobes, 
and  halls  after  the  close  of  each  school  day,  and  shall  carefully  dust 
them  before  the  opening  of  school  in  the  morning,  and  when  the  Prin- 
cipal thinks  necessary,  shall  scrub  the  rooms,  wardrobes,  halls,  and 
windows  with  water. 

SEC.  4.  They  shall,  during  the  time  of  snowfall,  or  sleet,  keep 
brooms  at  the  door  for  the  use  of  pupils ;  keep  clean  the  steps  and  all 
the  walks  in  and  around  the  building;  shall  keep  the  basements  in  good 
condition,  and  shall  see  that  the  buildings  are  properly  closed  at  night 
and  at  other  times  when  the  school  is  not  in  session. 

SEC.  5.  They  shall  be  kind  and  considerate  of  pupils,  courteous  to 
teachers,  and  helpful  to  the  Principal  in  maintaining  order  in  the  hall- 
ways and  on  the  school  grounds. 

SEC.  6.  They  shall  perform  such  other  services  as  the  Principal* 
Superintendent,  or  Board,  may  require. 

SEC.  7.  They  shall  make  a  daily  review  of  the  school  buildings 
and  grounds,  and  report  to  the  Principal  or  Superintendent  any  injury 
done  to  the  same ;  and  so  far  as  they  are  able,  make  all  repairs  needed 
in  term  time. 


264  GALESBURG   PUBLIC   SCHOOLS 

*SEC.  8.  They  shall  keep  the  grounds,  including  the  terrace,  in  a 
neat  and  orderly  condition.  They  shall  keep  the  grass  mowed  with  a 
lawn  mower  and  neatly  trim  all  edges.  They  shall  keep  the  weeds  out 
of  the  lawn  and  flower  beds  and  let  none  go  to  seed.  They  shall 
gather  all  papers,  rubbish,  grass,  etc.,  and  place  the  same  in  receptacles 
or  in  the  ash-room  in  the  cellar,  and  under  no  circumstances  throw, 
or  allow  the  same  in  the  street. 

NOTE. — These  Rules  and  Regulations  were  adopted  by  the  Board  at 
the  October  meeting,  1890. 

RULES  OF  THE  BOARD  OF   HEALTH. 

The  Board  of  Health  of  the  city  of  Galesburg,  Illinois,  hereby  an- 
nounces the  following  rules  for  the  guidance  of  the  instructors  in  the 
public  schools : 

Children  coming  from  homes  in  which  there  exist  contagious  dis- 
eases or  diseases  believed  to  be  contagious,  shall  not  be  allowed  to  at- 
tend school,  even  though  they  may  have  left  their  home  and  taken  up 
their  abode  elsewhere.  This  rule  shall  be  effective  until  the  child  shall 
have  been  away  from  home  two  weeks,  or  the  Board  of  Health  issues  a 
certificate  permitting  said  child  to  return  to  school. 

Should  it  appear  that  a  child  from  any  infected  home  shall  be  im- 
mune, it  may,  after  leaving  said  infected  home  and  after  having  its 
clothing  properly  disinfected,  be  allowed  to  attend  school  upon  present- 
ing a  certificate  from  the  Board  of  Health. 

No  pupil  in  whose  home  there  shall  be  any  one  afflicted  with  small- 
pox, scarlet  fever,  measles,  diphtheria,  *whooping  cough,  or  mumps, 
shall  be  allowed  to  attend  school  until  the  attending  physician  shall 
certify  in  writing,  that  there  is  no  longer  danger  to  others. 

In  case  there  is  no  attending  physician  a  certificate  from  the  Board 
of  Health  must  be  obtained  before  returning  to  school. 

All  clothing  and  school  books  used  or  handled  by  children  while 
suffering  from  infectious,  or  contagious  diseases  must  be  thoroughly 
disinfected  under  the  supervision  of  the  Board  of  Health  before  worn 
or  used  in  school. 

BEN  D.  BAIRD,  M.  D. 

September,  1903.  Health  Commissioner. 


*In  case  of  whooping  cough  or  mumps,  the  pupil  afflicted  must  not  be  al- 
lowed to  attend  school  until  a  physician's  certificate  is  issued  and  presented 
that  there  is  no  longer  danger  from  contagion.  Other  members  of  the  family, 
not  afflicted,  may  attend  school. 


LESTER    T.    STONE 

Member   of   Board   of   Education 

1878-1911 


MR.  LESTER  T.  STONE.  265 

MR.   LESTER  T.  STONE.* 

Mr.  Lester  T.  Stone  died  November  12,  1911.  The  even- 
ing of  the  following  day  was  the  time  for  the  regular  No- 
vember meeting  of  the  Board  of  Education.  The  Board 
met  as  usual  with  all  the  members  present,  but  it  took  up 
no  business.  It  simply  voted  to  have  the  flags  on  all  the 
school  buildings  placed  at  half-mast,  to  close  the  schools  on 
the  forenoon  of  the  next  day,  to  attend  the  funeral  in  a  body, 
and  to  stand  adjourned  for  one  week. 

The  death  of  Mr.  Stone  removed  from  the  Board  of  Edu- 
cation its  oldest  member  in  point  of  service.  He  was  serv- 
ing his  34th  year,  having  had  the  unprecedented  honor  of 
being  elected  director  twelve  times  in  succession.  So  sat- 
isfactorily did  he  fill  the  position  that  his  election  was  sel- 
dom contested.  He  was  a  member  of  the  Teachers'  Com- 
mittee for  thirty  years,  and  for  twenty  consecutive  years  of 
that  time  he  was  its  chairman.  For  the  last  two  years  he 
had  been  chairman  of  the  Building  Committee  as  well  as  a 
member  of  the  Teachers'  Committee. 

Professor  Churchill  and  Mr.  L.  T.  Stone  had  more  to  do 
in  the  making  of  the  schools  of  Galesburg  what  they  are  to- 
day than  any  other  citizens.  He  was  the  successor  in  the 
Board  to  Professor  Churchill  as  the  teacher's  friend.  He 
realized  and  appreciated  the  trying  problems  that  inevitably 
come  to  one  who  teaches  forty  to  fifty  pupils  or  more,  and  at 
such  times  he  gave  his  sympathy  and  unqualified  support. 
After  the  salaries  had  been  greatly  reduced  in  the  later  '70's, 
the  records  show  that  L.  T.  Stone  was  the  one  who  led  the 
movement  in  1881  that  resulted  in  having  them  restored. 
He  took  the  same  position  in  regard  to  the  pay  of  the  jani- 
tors. There  was  no  advance  in  salaries  during  his  time  of 
service  which  he  did  not  either  champion  or  support. 

He  was  the  pupil's  friend,  too.  It  was  on  his  motion  in 
1884  that  the  Board  did  away  with  that  outrageous  custom 
of  making  the  promotion  of  a  pupil  depend  solely  on  his 

*Mr.   Stone  died  after  the  manuscript  for  this  book  was  prepared. 


266  GALESBURG   PUBLIC    SCHOOLS 

answer  to  ten  questions  given  in  an  examination  at  the  end 
of  the  year.  Mr.  Stone's  motion  at  that  time  was :  "That 
the  rule  concerning  the  average  standing  of  the  pupils  be 
amended  so  as  to  provide  that  in  determining  the  standing 
of  pupils  for  promotion  or  graduation,  the  year's  work  shall 
be  taken  into  consideration." 

He  was  the  tax-payer's  friend,  for  he  always  did  his  best 
to  have  the  district  get  the  equivalent  of  every  dollar  ex- 
pended. Handling  large  sums  of  public  money  through  a 
third  of  a  century  did  not  beget  in  him  easy-going  methods 
of  expenditure.  The  only  thing  of  which  it  can  be  said  that 
he  was  extravagant,  was  of  his  own  time,  which  he  gave  so 
generously  to  the  interests  of  the  schools.  If  his  name  does 
not  lead  the  list,  it  is  near  the  head,  of  those  who  have  given 
their  time  to  the  good  of  the  city  without  any  remuneration. 

To  L.  T.  Stone  Galesburg  owes  an  unusual  debt  of  grati- 
tude for  his  long,  faithful  and  valuable  services;  and  last 
spring  it  showed  in  a  delicate  way  its  appreciation  of  his 
worth  by  re-electing  him  to  the  Board  when  it  was  believed 
by  all  who  knew  him  that  he  would  not  live  to  fill  out  the 
term.  He  saw  the  point  clearly  and  appreciated  it  as  only  a 
strong  deep  nature  could.  In  all  his  relations  with  the 
Board  of  Education  nothing  ever  touched  him  so  deeply  as 
did  this  action  of  the  people  whom  he  had  served  so  long. 
He  felt  that  it  was  full  pay  for  the  services  rendered. 

Mr.  Stone  possessed  many  of  the  qualities  of  an  ideal 
Board  member.  By  nature  conservative,  yet  he  enjoyed 
being  progressive,  "when  shown."  Always  having  great  in- 
fluence on  the  Board,  he  exercised  it  in  such  a  quiet  and  un- 
officious  way  as  never  to  cause  antagonism.  Sensitive  to 
public  opinion,  yet,  when  he  had  made  up  his  mind  that  a 
certain  line  of  action  was  right  and  best,  no  one  could  be 
less  influenced  by  what  people  might  think  or  say.  He 
would  wait  until  all  the  evidence  was  in  before  he  expressed 
his  judgment,  and,  when  he  had  given  his  opinion,  it  was 
never  necessary  to  call  on  him  again  to  see  if  he  had  changed 


STATISTICS  FOR  1910-1911.  267 

his  mind.  Although  he  was  loyal  to  his  friends,  it  was  not 
necessary  to  be  his  friend  in  order  to  get  a  fair  hearing  and 
receive  just  treatment.  He  was  as  kind  and  tender  hearted 
as  a  woman,  yet  he  was  inclined  to  give  expression  to  such 
sentiments  only  by  stealth. 

His  friends  and  those  who  knew  him  only  in  a  business 
way  always  found  him  honest  to  the  core  and  incapable  of 
doing  a  mean  act  or  taking  an  unfair  advantage.  The  writer 
never  was  associated  with  a  person  in  whose  judgment  he 
had  more  confidence  and  on  whose  word  he  could  more  ab- 
solutely rely. 


STATISTICS  FOR  1910-1911. 

Superintendent  of  Schools  1 

Teachers  in  the  High  School 25 

Teachers  in  the  Graded  Schools 69  94 

SUPERVISORS. 

Principal  of  High  School 1 

Principal  of  Training  School 1 

Music  1 

Drawing   1 

Physical  Training  1  5 

Librarian  of  Children's  Room 1 

School  Nurse  and  Truant  Officer 1 

Clerk  to  Principal  of  High  School 1 

Janitors 11 

Engineer  of  Heating  Plant 1 

Fireman  of  Heating  Plant 1  13 

116 


268 


GALESBURG   PUBLIC   SCHOOLS 
TABLE  I. 


SHOWING  THE  NUMBER  ENROLLED,  AND  THE  NUMBER  WITHDRAWN 
DURING  THE  YEAR. 


SCHOOLS 

ENROLLED 

WITHDRAWN 

Boys 

Girls 

Both 

Boys 

Girls 

Both 

High  School  

314 
194 
220 
216 
317 
131 
85 
235 
97 
17 

453 
187 
250 
231 
319 
120 
65 
230 
108 
25 

767 
381 
470 
447 
636 
251 
150 
465 
205 
42 

43 
34 
13 
21 
45 
17 
13 
31 
14 
1 

23 
34 
10 
16 
43 
15 
9 
29 
25 
0 

66 
68 
23 
37 
88 
32 
22 
60 
39 
1 

Churchill  .  .     . 

Hitchcock  

Lincoln 

Weston  

Douglas  ... 

Cooke  

Bateman.  .   .  . 

Central  Primary 

E.  Losey  St  

Total  

1826 

1988 

3814 

232 

204 

436 

TABLE  II. 

SHOWING  THE  AVERAGE  ENROLLMENT,  ATTENDANCE,  ETC.,  IN 
EACH  SCHOOL. 


SCHOOLS 

II 
< 

Average  No. 
Belonging 

Average  Daily 
Attendance 

lc!l 
< 

^ 

^ 

F< 

High  School 

733  8 

716  6 

700   7 

97  7 

637 

398  5 

Churchill 

346  6 

331  e 

314  8 

94  8 

204 

161  7 

Hitchcock  

430  1 

417.1 

406  4 

97  4 

85 

236  2 

Lincoln  

418.3 

406.1 

392  3 

96.6 

58 

209.5 

\Veston  

555.3 

531.2 

504  6 

94.9 

146 

249  6 

Douglas  ....         

222  7 

213  6 

203.0 

95.0 

144 

102.5 

Cooke  

124.8 

119.1 

113  7 

95  4 

32 

65  5 

Bateman  

424.2 

405.1 

386.1 

95  3 

81 

186  6 

Central  Primary        .    ... 

148.2 

137.4 

125  0 

90  9 

95 

55.1 

E  Losey  St          ... 

37.1 

36.1 

34.7 

96  1 

17 

19.2 

Total.. 

3441.1 

3314.1 

3181.3 

95.9 

1499 

1684.4 

STATISTICS  FOR  1910-1911. 
TABLE  III. 


269 


SHOWING  THE  NUMBER  OF  PUPILS  WITHDRAWN  FROM  SCHOOLS  DURING 
THE  YEAR  WITH  CAUSE. 


SCHOOLS 

•3 
5 

1 

1 

j 

_* 

| 

1 

> 

| 

I 

High  School  

18 

21 

A 

2 

A 

66 

Churchill  

36 

20 

g 

1 

2 

*  * 

68 

Hitchcock  

15 

4 

3 

| 

*  * 

23 

Lincoln  .  .       ... 

20 

g 

4 

2 

3 

37 

Weston.  .  . 

55 

17 

g 

4 

4 

88 

Douglas  

17 

5 

6 

1 

2 

1 

32 

Cooke  

14 

4 

2 

1 

1 

22 

Bateman  

35 

10 

]| 

2 

2 

60 

Central  Primary.  . 
E.  Losey  St  

32 
1 

5 

- 

1 

1 

•• 

39 
1 

Total  

243 

89 

53 

7 

16 

24 

4 

.. 

436 

TABLE  IV. 

SHOWING  THE  NUMBER  OF  PUPILS  PROMOTED  FROM  EACH  GRADE,  WITH 
AGE  AT  TIME  OF  PROMOTION. 


GRADES 

J 

vO 

e 

!>. 

1 

CO 

a 

0^ 

J 

0 

1 

1 

(S 

J 

CO 

z 
**• 

3 

m 

J 

V0 

J 

i^ 

18  Years  | 

J 

0; 

20  Year*  | 

1 

cs 

1 

4 
21 
71 
136 
59 
2 

First 

92 
5 

184 
82 
3 

49 
147 
92 
1 

18 
50 
161 
68 
8 

1 
4 
20 
49 
117 
42 
3 

1 

2 
9 

28 
83 
108 
49 
6 

349 
314 
357 
297 
316 
269 
245 
235 

Second  

1 
1 

7 
34 
73 
95 
56 

1 

1 

Third  

Fourth  

7 
7 
35 
65 
95 

1 

Fifth.    .   .     . 

7 
8 
31 
56 

1 
1 
1 

16 

Sixth  . 

Seventh 

1 
4 

Eighth 

Total 

269 

97 

289 

305 

293 

236 

286 

267 

209 

103 

22 

5 

•• 

1 

•• 

•• 

2382 

270  GALESBURG   PUBLIC    SCHOOLS 

TABLE  V. 

SHOWING  THE  NUMBER  OF  PUPILS  COMPLETING  GRADE,  WITH 
TIME  IN  GRADE. 


GRADES 

I 

II 

III 

Total 

First  

124 

117 

108 

349 

Second  

196 

61 

57 

314 

Third  

284 

28 

45 

357 

Fourth  

213 

31 

53 

297 

Fifth  

245 

27 

44 

316 

Sixth  

165 

14 

90 

269 

Seventh  

190 

8 

47 

245 

Eighth  

169 

7 

59 

235 

Total  

1586 

293 

503 

2382 

Column  I,  number  completing  grade  in  one  year. 

Column  II,  number  completing  grade  in  less  than  one  year. 

Column  III,  number  completing  grade  in  more  than  one  year. 


TABLE  VI. 

SHOWING  THE  NUMBER  BEGINNING  FIRST  GRADE,  BY  SCHOOLS 
AND  TERMS. 


SCHOOLS 

Fall 

Winter 

Spring 

Total 

Hitchcock  

52 

1 

4 

57 

Lincoln  

39 

1 

5 

45 

Weston  

53 

7 

14 

74 

Douglas  

18 

6 

10 

34 

Cooke  

25 

1 

3 

29 

Bateman  

48 

4 

9 

61 

Central  Primary 

46 

4 

12 

62 

E.  Losey  St  

13 

4 

1 

18 

Total.. 

294 

28 

58 

380 

STATISTICS  FOR  1910-1911.  271 

TABLE  VII. 
SHOWING  THE  NUMBER  OF  COLORED  PUPILS,  BY  SCHOOLS  AND  BY  GRADES. 


GRADES 

| 

1 

| 

I 

1 

1 

j 

j 

1* 

£ 

»» 

2 

First  

1 

?, 

6 

? 

3 

10 

24 

1 

5 

4 

1 

5 

16 

Third  

2 

1 

3 

1 

? 

? 

13 

Fourth  

2 

1 

6 

9 

3 

21 

Fifth 

6 

* 

4 

15 

Sixth 

8 

1 

? 

1 

Seventh 

4 

3 

1 

8 

Eighth 

| 

| 

2 

Ninth 

6 

6 

Tenth 

1 

1 

Eleventh 

2 

2 

Twelfth 

Total.. 

9 

23 

2 

9 

28 

22 

9 

17 

119 

REPORT    OF   THE   CHILDREN'S    READING    ROOM. 


MUIN  1  US 

Library 

Schools 

Total 

Tune 

1950 

1950 

Tulv 

1763 

1763 

August  *  . 

1663 

1863 

September  

1969 

1969 

October  

2633 

787 

3420 

November         ...                        .... 

3141 

735 

3876 

December                     .       .           ... 

2616 

777 

3393 

January  

2757 

602 

3359 

February 

3021 

883 

3904 

March  

3249 

802 

4051 

April  

2897 

851 

3748 

May  

2437 

903 

3340 

Total 

302% 

6340 

36636 

1910-1911 


CHAPTER  VII 

MEMBERS  OF  THE  BOARD  OF  EDUCATION. 

The  Board  of  Education  is  composed  of  one  member 
from  each  ward,  elected  by  the  vote  of  the  entire  district,  or 
city. 

The  Mayor,  City  Clerk  and  City  Treasurer  are,  accord- 
ing to  the  Charter,  President,  Clerk  and  Treasurer  of  the 
Board  of  Education. 

FIRST  WARD. 

Chauncy  S.  Colton,  June  1861-June  1864. 
J.  V.  N.  Standish,  June  1864-June  1867. 
Henry  R.  Sanderson,  June  1867-May  1870. 
George  W.  Brown,  June  1870-June  1872. 
George  Churchill,  June  1872-June  1873. 
Samuel  J.  Parry,  June  1873-June  1876. 
George  W.  Foote,  June  1876-June  1879. 
Samuel  J.  Parry,  June  1879-July  1887. 
Oscar  F.  Price,  Oct.  1887-June  1894. 
Miss  M.  Evelyn  Strong,  June  1894-May  1902. 
Mrs.  G.  W.  Thompson,  June  1902-June  1911. 
Gustave  Wenzelmann,  June  1911- 

SECOND   WARD. 

Edwin  Post,  June  1861-June  1864. 
Albert  Reed,  June  1864-June  1867. 
Alfred  Knowles,  June  1867-June  1870. 
Hollis  M.  Hale,  June  1870-June  1873. 
Alfred  Knowles,  June  1873-June  1876. 
J.  Parke  Cooke,  June  1876-May  1878. 
Henry  W.  Carpenter,  June  1878-June  1879. 
Nels  F.  Nelson,  June  1879-June  1882. 
Peter  F.  Brown,  June  1882-June  1885. 
C.  C.  Merrill,  June  1885-June  1894. 
Louis  N.  Thompson,  June  1894-June  1897. 

(272) 


MEMBERS  OF  THE  BOARD  OF  EDUCATION.          273 

J.  C  Tunnicliff,  June  1897-May  1898. 
C.  C.  Merrill,  June  1898-June  1904. 
J.  W.  Hammond,  June  1904-Sept.  1904. 
C.  E.  Johnson,  Oct.  1904-June  1909. 
W.  S.  Purington,  June  1909-June  1911. 
Mrs.  G.  W.  Thompson,  June  1911- 

THIRD    WARD. 

David  Sanborn,  June  1861-June  1866. 
Wm.  E.  Dunn,  June  1866-June  1869. 
John  C.  Stewart,  June  1869-June  1872. 
John  McFarland,  June  1872-June  1875. 
C.  E.  Lanstrum,  June  1875-June  1878. 
Geo.  A.  Murdoch,  June  1878-June  1884. 
Neely  C.  Woods,  June  1884-July  1889. 
Geo.  A.  Murdoch,  June  1889-June  1896. 
L.  F.  Wertman,  June  1896- 

FOURTH   WARD. 

Geo.  H.  Ward,  June  1861-June  1868. 
Benjamin  S.  Stanley,  June  1868-June  1874. 
Geo.  L.  Arnold,  June  1874-June  1886. 
Frank  S.  Bartlett,  June  1886-July  1892. 
J.  W.  Hammond,  Aug.  1892-June  1904. 
Frank  S.  Bartlett,  June  1904-June  1907. 
R.  O.  Ahlenius,  June  1907- 

FIFTH    WARD. 

Clement  Leach,  Jr.,  June  1861-Oct.  1861. 
Isaac  N.  Candee,  Nov.  1861-June  1868. 

E.  P.  Williams,  June  1868-May  1870. 
M.  D.  Cooke,  June  1870-June  1877. 
W.  C.  Calkins,  June  1877-June  1883. 
M.  D.  Cooke,  June  1883-May  1889. 

F.  F.  Cooke,  June  1889-Apr.  1891. 
C.  E.  Switzer,  May  1891-June  1895. 
Mrs.  Martha  H.  Read,  June  1895- 

SIXTH    WARD. 

R.  P.  Sage,  June  1861-June  1863. 
George  Churchill,  June  1863-June  1872. 
Fred  A.  Willoughby,  June  1872-June  1875. 
R.  W.  Hunt,  June  1875-June  1878. 
Lester  T.  Stone,  June  1878-Nov.  1911. 


274  GALESBURG   PUBLIC    SCHOOLS 

SEVENTH  WARD. 

A.  H.  Huntington,  Apr.  1870-June  1870. 
H.  D.  Burlingham,  June  1870-Dec.  1870. 
A.  H.  Huntington,  Dec.  1870-June  1873. 
Clement  Leach,  Jr.,  June  1873-June  1876. 
Thos.  L.  Clarke,  June  1876-June  1879. 
H.  W.  Belden,  June  1879-June  1882. 
Robert  W.  Colville,  June  1882-June  1885. 
S.  B.  Inman,  June  1885-June  1897. 
Charles  Van  Brunt,  June  1897-July  1905. 
W.  A.  Marshall,  Aug.  1905-Aug.  1907. 
John  J.  Berry,  Sept.  1907- 


THE  TEACHERS. 

A  COMPLETE  LIST  OF  THE  TEACHERS  FOR  THE  FIRST   HALF   CEN- 
TURY,  WITH   THE  TIME  OF  SERVICED A  LIST 

OF   THE    FAITHFUL. 

A  history  of  the  schools  without  any  reference  to  the  in- 
valuable services  of  the  teachers,  would  seem  incomplete 
and  wanting  in  appreciation;  for  the  real  work,  for  which 
the  schools  were  organized  in  1861,  and  for  which  they  were 
supported  through  the  following  fifty  years,  was  done  by 
them.  Everything  described  in  these  pages  was  done  in 
order  that  the  teachers  individually  might  perform  their 
work  better,  but  only  the  names  of  those  who  chanced  to  be 
connected  with  the  event  described,  have  thus  far  been  men- 
tioned. A  complete  list  of  the  teachers  with  their  time  of 
service  is  here  given.  It  is  possible  that  some  names  may 
have  been  omitted  as  the  appointments  to  fill  vacancies  oc- 
curring during  the  school  year  are  made  by  the  Teachers' 
Committee  at  irregular  times,  and  some  of  them,  for  this 
reason,  do  not  get  on  the  Records  of  the  Board.  It  is 
thought,  however,  that  all  of  these  have  been  traced,  by 
means  of  the  Attendance  Record. 


THE  TEACHERS.  275 

SUPERINTENDENTS. 


Term  Begun           Term 

Ended 

Years  Mos. 

Guild,  R.  B. 

1861 

1862 

1 

Roberts,  Junius  B. 

1862 

1874 

12 

Andrews,  Matthew 

1874 

1885 

11 

Steele,  William  L. 

1885 

26 

HIGH 

SCHOOL  PRINCIPALS. 

Hayes,  Edward 

1868 

1869 

1 

McCall,  Mrs.  Sarah  M. 

1868            Mar. 

1875 

1875 

1876 

7 

7 

Gettemy,  Mrs.  Mary  E. 

Apr.  1875 

1875 

1876 

1895 

19 

3 

Thomson,  Frank  D. 

1895 

1909 

14 

Willis,  Arthur  W. 

1909 

2 

TEACHERS. 

Ahlenius,  Bertha—  H.  S. 

Jan.  1908 

3 

5 

Aiken,  Lewis  B. 

1872            Mar. 

1873 

7 

Albert,  Grace 

1910 

1 

Aldrich,  Anna  L. 

1889 

1891 

2 

Aldrich,  H.  G.—  H.  S 

1910 

1911 

1 

Anderson,  Amy  B. 

1907 

4 

Anderson,  Eulalia 

1904 

7 

Anderson,  Nancy  E. 

1909            Jan. 

1910 

5 

Anderson,  Tillie 

1877           Mar. 

1879 

1 

7 

Andrews,  Miss  E.  L. 

1862           Nov. 

1868 

6 

3 

Armstrong,  Anna  M. 

Jan.  1882 

29 

5 

Armstrong,  Lillian  O. 

1890 

1894 

4 

Armstrong,  Nellie  C. 

1893 

18 

Armstrong,  Nettie  H. 

1885 

1900 

1901 

25 

Arnold  Frances—  H.  S. 

1898 

1904 

6 

Arnold,  Lettie 

1880 

1885 

5 

Arnold,  Martha 

Jan.  1903 

1911 

8 

5 

Atwood,  Nellie—  H.  S. 

1903 

1904 

1 

Ayres,  Cornelia 

Apr.  1871 

1874 

3 

2 

Ayres,  Jessie  E. 

1875 

1876 

1 

Babcock,  Lenora  E. 

Nov.  1877 

1886 

8 

7 

Babcock,  Lucy  M.—  H.  S 

1896 

1897 

1898 

1900 

3 

Backman,  Lillian 

1901 

10 

276                     GALESBURG   PUBLIC  SCHOOLS 

Term  Begun  Term  Ended         Years  Mos. 

Baker,  Stella                                       1906  5 

Baltz,  Pauline                                     1907  1911            4 

Barnes,  Jennie                           Jan.  1867  1867                       6 

Barnes,  Sarah  L.— H.  S.                   1861  Jan.    1863 

1863  1865            3          5 

Bartlett,  Alice  A.                               1864  Dec.   1864                       4 

Bartlett,  Anna  G.                     Apr.  1865  1865                       2 

Bartlett,  Carrie  A.                              1887  1889            2 

Bassett,  Helen  M.                              1863  1884 

1885  1894         30 

Bassett,  Jennie  A.            1864  1865     1 

Bassett,  M.  Josephine— H.  S.    1866  Dec.  1869 

1871  Mar.  1874 

1874  Nov.  1874           6          4 

Bassler,  Lillie  C— H.  S.         Jan.  1882  1885 

.     1886  1890 

1894  1895           8         5 

Bates,  Leroy,  S.                      Apr.  1874  1875            1          3 

Bates,  Myrtle  M.                                1909  2 

Battell,  Mabel                                     1906  1910            4 

Baxter,  Mabel  W.— H.  S.                1900  1906            6 

Beals,  Almeda                           May  1869  1870            1          2 

Bechtel,  Mrs.  G.  O.— H.  S.              1910  Dec.   1910                       4 

Becker,  Emma  J.— H.  S.                  1869  Sep.    1870 

Jan.  1871  1877            7          7 

Becker,  Sue  L.                                   1886  Dec.   1889           3          4 

Beecher,  Velina  C.                             1869  Mar.  1872            2          7 

Belden,  Katherine                              1885  Dec.   1890            5          4 

Belville,  Mrs.  H.  H.                Jan.  1871  1871                       6 

Benedict,  Helen  C.                   Jan.  1884  1887            3          5 

Bergen,  M.  J.                                      1873  Dec.   1873                       4 

Bergland,  Alice  E.                             1890  21 

Bibbins,  E.  May                                 1910  1 

Billings,  Eva  M.                                 1878  1883            5 

Blackstone,  Harriet— H.  S.              1895  1901            6 

Elaine,  Sarah                                      1895  1899            4 

Blake,  Sadie  E.                                   1883  1894          11 

Blodgett,  Estelle                               1894  1897            3 

Blunt,  A.  E.                                         1861  Jan.    1863            1          6 

Bostwick,  O.  P.                                  1879  1880            1 

Boutelle,  Carrie  M.                          1887  1890           3 

Breckenridge,  H.                     Feb.  1867  1867                      5 


THE  TEACHERS.  277 

Term  Begun  Term  Ended  Years  Mos. 

Bridge,  Earle— H.  S.               Oct.  1906  4          8 

Bridge,  G.  H.— H.  S.                        1881  30 

Brillhart,  Don  O.— H.  S.        Feb.  1906  1907  1          4 

Brooks,  Harriett                                1893  1900  7 

Brown,  Abraham  M.                         1871  1872  1 

Brown,  Belle  A.                                 1878  1879  1 

Brown,  Julia  F.                         Jan.  1863  1863 

Jan.  1864  1866  3          2 

Brown,  Kate  Louise— H.  S.            1904  Dec.   1904  4 

Buck,  Nannie  Mer                             1901  1904  3 

Buckner,  Jessie — Drawing  Sup.      1902  1907  5 

Bullock,  Ida                                       1871  Mar.  1876  4          7 

Burnaugh,  Juanita                              1910  1 

Burton,  Amy  J.                                  1903  Mar.  1910  6          7 

Burton,  Nettie  A.                               1881  1883  2 

Butler,  Anna                                       1895  1906  11 

Butler,  L.  P.  or  C.                             1880  1881  1 

Byram,  Hester  O.                              1890  1899  9 

Callihan,  T.  W.— H.  S.                     1910  1 

Campbell,  Laura  A.                           1884  Dec.   1886  2          4 

Campbell,  L.  J.                                   1904  1906  2 

Candee,  Alice                            Dec.  1861  Sep.    1865  3          8 

Candee,  Anna                                      1863  Sep.    1867 

Feb.  1869  1870  5          5 

Carley,  Amber                                    1910  Dec.   1910  4 

Chaffee,  Mary  B.                                 1870  1877  7 

Chandler,  Alice  D.                   Jan.  1870  1870  6 

Chandler,  Robert  A.— H.  S.            1902  Dec.   1907  5          4 

Chapin,  Carrie  L.                               1888  23 

Chapin,  Gertrude  R.— H.  S.            1889  1900  11 

Chase,  Kate  E.                                    1910  1 

Churchill,  Julia                                   1863  1864 

Dec.  1869  Mar.  1871 

Jan.  1872  1873  5 

Clark,  Elizabeth                                 1876  1877  1 

Clarke,  Grace  A.                                 1903  1910  7 

Clarke,  Kittie  G.                                1868  1870 

1871  1873 

1874  Dec.   1880 

1881  Dec.  1881 

1882  1895  23    8 
Clark,  Lillie  E.              1891  20 


278  GALESBURG   PUBLIC   SCHOOLS 

Term  Begun  Term  Ended         Years  Mos. 


Claycomb,  Hattie                     Feb. 

1872 

1872 

5 

Claycomb,  Mary  J.  —  H.  S. 

1869 

1872 

3 

Colby,  Mrs.  R.  K. 

1861 

1863 

2 

Cole,  Mary 

1861 

1862 

1 

Collier,  Helen  M.                     Jan. 

1874 

1878 

4 

6 

Collins,  Nellie  C—  H.  S. 

1901 

10 

Coolidge,  Walter  F.—  H.  S. 

1900 

1902 

2 

Colton,  Mrs.  Alice  C. 

1881 

Mar.  1889 

7 

7 

Colville,  Alice  C. 

1893 

1896 

3 

Colville,  Helen 

1905 

6 

Comstock,  Clara  E. 

1889 

1890 

1 

Conger,  Hannah  W. 

1863 

Oct.    1863 

2 

Conger,  Jennie  B.                     Jan. 

1887 

1887 

5 

Connerton,  Anna                     Apr. 

1890 

1898 

8 

2 

Converse,  Mrs.  A.  L.  —  H.  S.  Mar. 

1873 

1879 

6 

4 

Cooke,  Mrs.  M.  D.  —  Music  Sup. 

1867 

1871 

1872 

1873 

5 

Corbin,  Jennie  S. 

1877 

1900 

1901 

33 

Corbin,  Mabel  L. 

1895 

1899 

4 

Cotes,  Carrie  E. 

1877 

1882 

Oct. 

1882 

Mar.  1883 

5 

5 

Craven,  Kate  E. 

1867 

1868 

1 

Crocker,  Miss  O.  V. 

1863 

Nov.  1863 

3 

Curtis,  Edward  H. 

1863 

1864 

1 

Davis,  Ellen 

1890 

21 

Davis,  Inez  G. 

1878 

1881 

3 

Davis,  Teressa 

1904 

1910 

6 

DeLong,  A.  N.—  H.  S. 

1902 

1905 

3 

Dewhirst,  J.  M.—  H.  S. 

1907 

4 

Deiterich,  Helen  F. 

1869 

1870 

1 

Doll,  Harriet  L. 

1873 

1900 

27 

Dunn,  Emma  —  H.  S.                Jan. 

1875 

1880 

5 

5 

Eastes,  Carrie  A. 

1893 

1911 

18 

Eduard,  Carl 

1870 

1875 

5 

Edwards,  Flora  A.                   Jan. 

1872 

1872 

6 

Emrich,  Lillian  M. 

1893 

1904 

11 

Ericson,  Josephine 

1895 

16 

Everest,  Mary 

1861 

1870 

1871 

Dec.   1872 

10 

5 

Farnham,  Jerusha  B. 

1864 

1865 

1 

Farnham,  Martha 

1870 

1871 

1 

THE  TEACHERS.  279 


Term  Begun 

Term  Ended 

Years  Mos. 

Felch,  R.  P.—  H.  S. 

1897 

1901 

4 

Ferris,  Etolia  M. 

1906 

1909 

3 

Ferris,  Mary  E. 

1863 

Nov.  1863 

3 

Field,  Emma 

1861 

1863 

2 

Finch,  Ermina 

1861 

1869 

8 

Fleharty,  Grace  M. 

1905 

6 

Poland,  R.  R.—  H.  S. 

1907 

1908 

1 

Folger,  Sarah  B. 

1892 

Jan.    1903 

10 

5 

Foote,  Minnie  A. 

1877 

Nov.  1880 

3 

3 

Freer,  Elizabeth  I. 

1897 

1903 

6 

Frost,  Sarah  G. 

1879 

1882 

Nov. 

1882 

1884 

4 

7 

Fuller,  Emily  L. 

1895 

16 

Fuller,  Emma  A. 

1897 

1902 

1903 

1904 

6 

Fuller,  Eugenie—  H.  S. 

1879 

1886 

7 

Gardner,  Abbie                         Apr. 

1910 

1 

2 

Gaumer,  Mildred 

1910 

1 

George,  Mrs.  Adda  G.—  H.  S. 

1905 

1909 

4 

Gettemy,  Mrs.  M.  E.  —  H.  S. 

1875 

1876 

1895 

1901 

7 

Gilbert,  Ella  P. 

1899 

1910 

11 

Glenn,  Ida  —  Drawing  Sup. 

1907 

4 

Goldquist,  Lottie                      Apr. 

1875 

36 

2 

Goldsmith,   Helen   Grace        Jan. 

1888 

23 

5 

Goldsmith,  Mary  I. 

1862 

Dec.   1862 

4 

Golliday,  Theo.—  H.  S. 

1909 

2 

Goodsill,  A.  Claire—  H.  S. 

1906 

5 

Greenwood,  E.  May 

1870 

1871 

1 

Gross,  Mrs. 

1861 

1862 

1 

Grubb,  Mary  B.  —  Drawing  Sup. 

1901 

1902 

1 

Gumbiner,  Sadie 

1905 

6 

Hague,  Frances  M. 

1878 

33 

Haigh,  Emma                            Oct. 

1877 

1878 

8 

Hammond,  Ella  May              Apr. 

1889 

22 

2 

Hammond,  H.  Belle                Jan. 

1896 

1907 

11 

5 

Hanson,  Huldah 

1910 

1 

Harris,  Nina  A.                         Jan. 

1898 

1902 

4 

5 

Harshbarger,  Alice 

1898 

1904 

6 

Harvey,   Gertrude  —  H.   S. 

1896 

1897 

1 

Hasbrook,  Mrs.  Sarah  A. 

1872 

1879 

7 

Hathaway,  Ann  E. 

1872 

1873 

1 

280  GALESBURG   PUBLIC    SCHOOLS 

Term  Begun  Term  Ended  Years  Mos. 

Haven,  Ella  C.  1876  Dec.   1876  4 

Hayes,  H.  E.— H.  S.  Jan.  1867  1868  1          6 

Hayes,  L.  Y.  1865  Nov.  1865  3 

Heath,  Lena  M,  Mar.  1890  Feb.    1905  15 

Hebbard,  Helen  1870  Dec.   1870  4 

Hedberg,  Fannie  E.  Jan.  1890  21          5 

Henry,  M.  Bess— H.  S.  Jan.  1907  4          5 

Henshaw,  Nettie  L.  1861  1870  9 

Hewey,  G.  W.— H.  S.  1910  1 

Hibbard,  Iris  1909  1910  1 

Hickok,  Emma  Jan.  1890  1902  12          5 

Hill,  Edna  B.  1905  1906  1 

Hill,  Jennie  1877  1881  4 

Hinckley,  Bessie  L.  1899  1900  1 

Hoben,  Rose  M.  1901  10 

Hoffman,  Frank  S.— H.  S.  Nov.  1870  1871 

1872  Mar.  1873  1          5 

Hogan,  Annie  S.  1905  6 

Hogan,  Margaret  G.  1907  4 

Hoisington,  Carrie  E.  Feb.  1884  1886  2          4 

Hollingsworth,  Lydia  S.  1868  1871  3 

Hollis,  Jennie  F.  Dec.  1891  1896  4          6 

Holmes,  Blanche  1907  4 

Holmes,  Lucy  E.  Jan.  1873  1873  6 

Horton,  Clara  O.  1879  32 

Hotaling,  Nettie  L.  1896  1904  8 

Housel,  G.  R.— Music  Sup.  1888  1902  14 

Howard,  Sarah  A.  Jan.  1867  Apr.   1870  3          3 

Hoyle,  Mary  E.  1867  1868  1 

Hummel,  Adam  A.— H.  S.  1902  1905  3 

Hunt,  Mary  E.  Dec.  1880  1892  11          6 

Kurd,  Henry  M.  Apr.  1865  1865  2 

Hurlbut,  Isabella  1866  1867  1 

Hurst,  Harriet  1901  1902  1 

Irish,  S.  B.— H.  S.  1910  1 

Irwin,  Lucy  A.  1870  1871  1 

Irwin,  Sara  J.  1871  Dec.   1871  4 

Jacobson,  James  P.— H.  S.  1909  1911  2 

Jelliff,  Fred  R.— H.  S.  1879  1882  3 

Jempson,  Lida  .            1890  Mar.  1892  1 

Johnson,  J.  T.— H.  S.  Jan.  1897  1902  5          5 

Kelly,  Carrie  M.  1899  1903  4 


THE  TEACHERS.  281 

Term  Begun  Term  Ended  Years  Mos. 

King,  Mabel  1896  1897  1 

Kingsbury,  Miss  1861  1862  1 

Knight,  Edith  L.  1904  7 

Knight,  Mamie  Jan.  1890  1890  5 

Knowles,  Mary  1873  1878  5 

Kobel,  Estella  1900  1905  5 

Lanphear,  Lillian  1903  1907  4 

Lanphere,  Sabrina  1861  1862  1 

Lapham,  Gail  H.— H.  S.  1903  8 

Lass,  Edith  Jan.  1908  1909  1          5 

Lathrop,  Delia  1904  7 

Lawrence,  Annie  1881  1883  2 

Leach,  Miss  E.  F.  1863  1864  1 

Lecompte,  Miss  A.  M.  1869  1871  2 

Lee,  Mary  A.  Jan.  1867  Apr.   1867 

Jan.  1868  1871  4 

Lee,  Sarah  C.  1862  1868  6 

Lemon,  Mrs.  S.  R.  Nov.  1886  1890  3          7 

Lescher,  Gertrude  1910  Dec.   1910  4 

Lind,  Johanna  C.  1896  Dec.   1906  10          4 

Lindquist,  Lillian  1901  10 

Little,  Josephine  K.  Nov.  1873  Mar.  1874  5 

Lockwood,  Alice  1871  Mar.  1875  3          7 

Lockwood,  Emily  E.  1867  1879  12 

Long,  Jennie  A.  1888  23 

Long,  Robert  E.— H.  S.  Jan.  1909  1910  1          5 

Longenecker,  Ida  1876  1879  3 

Love,  Louisa  J.  1866  1870  4 

Lowry,  Anna  1877  1882 

Jan.  1883  1884  6          5 

Lundgren,  Tillie  Nov.  1890  1893 

Jan.  1894  1897  6          3 

McCall,  Ida  M.— H.  S.  1880  1887  7 

McCollum,  Emma  J.  1890  1905  15 

Maclay,  Lizzie  J.  1870  1873  3 

Maclay,  Martha  P.  1870  Mar.  1880  9          7 

Maclay,  Nora  1872  1877 

Apr.  1879  Feb.   1884  9          8 

McLernon,  Bernadine  1909  2 

McMillen,  Jennie  1861  1863  2 

Main,  Frances  M.  1904  1911  7 

Maley,  Mary  E.  1901  10 


282  GALESBURG   PUBLIC   SCHOOLS 


Term  Begun 

Term  Ended 

Years 

Mos. 

Mann,  Helen 

1910 

1 

Manville,  Mrs. 

May  1866 

1866 

2 

Mariner,  Ada 

Jan.  1886 

1886 

5 

Marshall,  Emily  C. 

1899 

1901 

2 

Mason,  S.  Amanda 

1873 

1877 

4 

Mathis,   Soflena  E.—  Phys. 

Dir.     1905 

6 

Mawhorter,  W.  R.—  H.  S. 

1907 

1910 

3 

Mead,  Jessie 

1883 

Dec.   1883 

4 

Meeker,  Rilla  C.—  H.  S. 

1893 

1898 

5 

Mendenhall,  Hattie  E. 

1866 

Dec.   1866 

4 

Miller,  Fannie  J. 

1884 

1887 

3 

Miller,  Fred  A.—  H.  S. 

1898 

1900 

2 

Miller,  Maggie  S. 

1883 

1888 

5 

Miller,  Margaret 

1899 

1900 

1 

Miller,  Sarah  E. 

Jan.  1870 

1877 

7 

6 

Mitchell,  Alice 

1908 

3 

Mitchell,  Mrs. 

Oct.  1866 

Nov.  1866 

1 

Mitchem,  Elizabeth 

Nov.  1866 

Dec.   1866 

2 

Morton,  Cornelia 

Jan.  1868 

1868 

5 

Muir,  Ella 

1901 

1904 

3 

Mullen,  Margaret 

1885 

Sep.    1890 

5 

1 

Munson,  Dorothy  T. 

1904 

7 

Nash,  Ruth 

1902 

1903 

1 

Nelson,  Marian 

1875 

36 

Nelson,  Mattie  A. 

Jan.  1911 

5 

Nelson,  Retta 

Oct.  1906 

1907 

8 

Newcomb,  Mary 

Nov.  1876 

1878 

1 

7 

Newell,  Lottie  I. 

1870 

1877 

Apr.  1879 

1880 

Jan.  1884 

1888 

14 

3 

Norton,  Anne  L. 

1900 

1907 

7 

Norton,  Eugenia 

Jan.  1872 

Dec.   1889 

18 

1 

Noyes,  Charlotte  M. 

Apr.  1871 

1877 

6 

2 

Nystrom,  Verna 

1907 

1909 

2 

O'Brien,  Myra 

1901 

1904 

3 

Olson,  Irene 

1906 

1907 

1 

Owens,  Theo. 

1868 

1870 

2 

Packard,  Cora  M. 

Oct.  1891 

1893 

1 

8 

Page,  Mary—  H.  S. 

Oct.  1905 

5 

8 

Parker,  Carrie  A. 

1881 

1884 

3 

Parker,  Isah  T. 

1877 

Dec.   1881 

4 

4 

Patch,  Myra  H. 

1890 

21 

THE  TEACHERS.  283 


Term  Begun 

Term  Ended 

Years 

Mos. 

Perkins,  Mrs.  E.  C. 

Oct.  1867 

Mar.  1868 

6 

Perrigo,  Horace 

Nov.  1870 

Apr.   1871 

6 

Perry,  A.  J. 

Jan.  1873 

1873 

6 

Peterson,  Ada 

1887 

24 

Peterson,  Eda  C. 

1888 

1893 

5 

Peterson,  Lola  E. 

1906 

1911 

5 

Peterson,  Selma 

Jan.  1903 

1903 

5 

Peterson,  Willma 

1908 

3 

Pettee,  Lucia  L. 

1871 

40 

Pettee,  Sara  E. 

Jan.  1870 

1887 

17 

6 

Phillips,  Maggie 

Jan.  1890 

1909 

19 

5 

Phillips,  W.  A. 

Nov.  1895 

Apr.   1896 

4 

Pike,  Fannie  E. 

1870 

Dec.   1870 

4 

Pine,  Ethlyn 

1904 

1905 

1 

Platt,  May  F. 

1899 

1903 

4 

Poole,  Emma  L. 

Jan.  1867 

1870 

3 

5 

Potter,  Alice  S. 

1884 

1890 

6 

Potter,  Harriet  J. 

Jan.  1890 

1893 

Jan.  1894 

1897 

7 

1 

Powell,  Annie 

Apr.  1880 

1880 

2 

Prall,  Walter—  H.  S. 

1901, 

Oct.    1906 

5 

2 

Preston,  Nannine  W. 

1899 

12 

Pryne,  Josie  M. 

1875 

Mar.  1879 

3 

7 

Puffer,  H.  E. 

1903 

1904 

1 

Ragon,  Nellie 

1909 

1911 

2 

Ratcliffe,  Belle—  H.  S. 

Jan.  1905 

Dec.  1906 

2 

Rawalt,  L.  Maude 

Jan.  1898 

1906 

8 

5 

Rawles,  Blanche 

1910 

1 

Ray,  Jessie  F.—  H.  S. 

1900 

11 

Read,  May  A.—  H.  S. 

Jan.  1901 

10 

5 

Rearick,  Marie  O. 

1907 

1909 

2 

Reigle,  Mabel—  H.  S. 

Jan.  1907 

1910 

Jan.  1911 

4 

1 

Reynolds,  Ellen  T. 

Jan.  1890 

Dec.  1890 

1 

Rhodes,  Mrs.  Clara  G.—  H. 

S.      1903 

8 

Richey,  Frances  —  H.  S. 

1910 

1 

Richey,  Mary  Olive—  H.  S. 

1897 

1910 

13 

Risley,  Inez  M. 

1895 

16 

Ritchie,  R.  R.—  H.  S. 

1908 

1909 

1 

Roberts,  A.  C—  H.  S. 

1895 

16 

Roberts,  H.  L.—  H.  S. 

1906 

1907 

1 

Root,  Augusta  E. 

1894 

1895 

1 

284  GALESBURG   PUBLIC    SCHOOLS 


Term  Begun 

Term  Ended 

Years  Mos. 

Rose,  Helen  E. 

1895 

1909 

14 

Runkle,  Louise 

1903 

1910 

7 

Ryan,  Annie  M. 

Oct.  1873 

Apr.   1878 

4 

8 

Ryan,  Lizzie  M. 

1880 

1886 

6 

Schryver,  Annie  A. 

1877 

1883 

6 

Scudder,  Ella  M. 

1889 

1895 

6 

Sensiba,  Georgia 

1886 

1898 

12 

Shannon,  Maud  M. 

1899 

1901 

2 

Shedd,  Mary  E. 

1887 

1889 

2 

Shields,  Sara 

Jan.  1867 

1869 

2 

6 

Shove,  Louise  A. 

1862 

Apr.   1865 

2 

8 

Shugart,  Jennie  M. 

1882 

Oct.    1882 

1883 

Dec.   1887 

4 

5 

Sidell,  R.  R.—  H.  S. 

1909 

1910 

1 

Sisson,  Anna  M.  —  H.  S. 

1895 

1910 

15 

Sisson,  Dora  E.—  H.  S. 

1887 

1888 

Jan.  1891 

1893 

3 

5 

Sisson,  Frances  O. 

Jan.  1891 

1891 

5 

Sisson,  Margaret  M. 

1893 

1897 

4 

Skinner,  Fannie  A. 

1877 

1879 

2 

Slack,  Noma 

1909 

2 

Slater,  Amanda  M. 

Feb.  1864 

1869 

5 

5 

Slater,  Annie  E. 

Nov.  1867 

Apr.   1869 

1 

6 

Slattery,  Lizzie 

1887 

1899 

12 

Slattery,   Margaret 

Feb.  1911 

4 

Smiley,  Elizabeth  K.—  H. 

S.          1909 

2 

Smith,  Miss  A.  E.—  H.  S. 

1861 

1863 

2 

Smith,  Georgia  A. 

1887 

1906 

19 

Smith,  Grace  B. 

1900 

1908 

8 

Smith,  Laura  L. 

1898 

1910 

12 

Smith,  Lillie  R. 

1882 

Dec.  1882 

Apr.  1883 

1884 

1885 

1887 

3 

6 

Smith,  Minnie  L.  —  H.  S. 

1888 

23 

Somers,  Anna  M. 

1886 

1895 

9 

Somers,  Annie 

1884 

1885 

1 

Spandau,  H.  M.—  H.  S. 

1910 

1911 

1 

Speed,  Frances  E. 

1893 

1905 

12 

Spinner,  Delia  —  H.  S. 

Jan.  1911 

5 

Stanley,  Anna  G. 

Jan.  1870 

1870 

1871 

1872 

Jan.  1873 

Mar.  1873 

1 

8 

THE  TEACHERS.  285 

Term  Begun  Term  Ended  Years  Mos. 

Steele,  Eliza  L.  1884  Dec.   1885  1          4 

Steele,  Nellie  1880  1881  1 

Stevens,  Mabel  1896  Jan.    1899  2          5 

Stevens,  Mary  J.  1907  1909 

Jan.  1910  Dec.   1910  3 

Stevens,  Mary  M.  Jan.  1877  1877 

1879  1884  5         5 

Stevens,  Salome  E.  May  1868  1868                       2 

Stevenson,  Ada  1862  Dec.   1862                       4 

Stevenson,  May  1901  Dec.   1902  1          4 

Stewart,  Charles  S.— H.  S.  1901  1902  1 

Stilson,  Marian  1881  1886  5 

Stocking,  Sarah  L.— H.  S.  1865  Apr.   1867  1          8 

Stone,  Cora  F.— H.  S.  1888  23 

Stone,  Harriet  E.  1901  1904  3 

Stone,  Martha  1894  1899  5 

Stromsted,  Florence  1904  1905  1 

Strong,  J.  A.— H.  S.  1904  1906  2 

Strong,  J.  Glaze— Music  Sup.         1902  9 

Strong,  M.  Jane  1861  1866  5 

Sullivan,  Katherine  C.  1899  1908  9 

Sutherland,  Harriet  A.  1909  2 

Swag,  Mrs.  Lynn  R.  1904  7 

Swanson,  Nellie  1899  12 

Switzer,  Elizabeth  1894  1899  5 

Talent,  Patrick  1873  1874  1 

Taylor,  F.  Lilian  1878  33 

Taylor,  Vernon,  M.  1909  1910  1 

Tenney,  C.  Maud— H.  S.  1873  1874  1 

Thiele,  Virginia  M.  1906  Nov.  1907  1          3 

Thomas,  Kate  1897  1903  6 

Thomson,   Presson   W.— H.  S.       1897  1902  5          5 

Tilden,  Miss  A.  E.  1861  1862  1 

Tilden,  Alice  Jeanette  1895  1901  6 

Touton,  Frank  C.— H.  S.  1902  1904  2 

Townsend,  Lora— H.  S.  Jan.  1900  1903  3          5 

Tryner,  Edith  1904  7 

Tubbs,  Elvira  F.  1882  1890  8 

Turney,  Antoinette  1906  1909  3 

Van  Clute,  Jessie  1902  1904  2 


286  GALESBURG   PUBLIC   SCHOOLS 


Term  Begun 

Term  Ended 

Years  Mos. 

Voris,  Virginia 

1883 

Dec.   1883 

4 

Walker,  Jean                          Apr. 

1910 

1910 

2 

Walker,  Pearl  A.—  H.  S. 

1908 

Dec.   1908 

4 

Ward,  Flora  A.                        Apr. 

1880 

1883 

1884 

30 

3 

Wenquist,  Judith 

1899 

1906 

7 

West,  Mary  Allen 

1861 

1865 

1866 

1869 

1870 

Oct.    1870 

7 

2 

Weston,  Mary  E. 

1870 

Feb.   1872 

1 

6 

Wheelock,  Dorcas. 

1874 

1875 

1 

White,  Edna  L. 

1905 

Jan.    1911 

5 

5 

White,  Julia  A.                         Jan. 

1870 

1870 

6 

White,  Ruby  M. 

1910 

1911 

1 

Wilbur,  Annie  L.                      Jan. 

1890 

21 

5 

Wilbur,  Ida,  E. 

1877 

34 

Wilcox,  Ada 

1867 

Jan.    1869 

1869 

1871 

3 

5 

Willard,  M.  Cordelia 

1906 

1907 

1 

Willcox,  Elizabeth 

1895 

1897 

2 

Williams,  C  A.                         Feb. 

1866 

Mar.  1866 

2 

Williams,  May  T.                      Jan. 

1890 

1896 

1897 

1906 

15 

5 

Williamson,  Warren  —  H.  S.  Jan. 

1908 

1909 

1 

5 

Willis,  Arthur  W.—  H.  S. 

1906 

1909 

3 

Winter,  Marian 

1877 

1880 

3 

Woodward,  Annie  L. 

1867 

1868 

1 

Woolsey,  Robert  C—  H.  S. 

1908 

Dec.  1908 

4 

Wright,  Fannie 

1879 

1881 

2 

Wright,  Laura 

1874 

1877 

3 

Yager,  Elizabeth 

1896 

1901 

5 

Yager,  Isadore 

1891 

1896 

5 

Zetterberg,  Arvid  P.  —  H.  S. 

1905 

1910 

5 

Zetterberg,  Louise 

1897 

1905 

8 

Zimmerman,  Martha               Nov. 

1863 

1864 

8 

28  ff 

01      -1 


o 


O  cr    H 


. 


HIGH  SCHOOL  ALUMNI.  287 

HIGH  SCHOOL  ALUMNI. 

Of  the  2,104  persons  who  graduated  in  the  fifty  years 
681  were  boys  and  1,423  girls.  They  were  distributed  among 
the  decades  as  follows :  in  the  first  decade,  25  graduates,  6 
boys  and  19  girls ;  in  the  second,  86  graduates,  22  boys  and 
64  girls ;  in  the  third,  226  graduates,  57  boys  and  169  girls ; 
in  the  fourth,  635  graduates,  211  boys  and  424  girls;  in  the 
fifth,  1,132  graduates,  385  boys  and  747  girls.  Of  these 
2,104  graduates  811,  or  more  than  38  per  cent,  continued 
their  education  in  higher  institutions  of  learning — college, 
university  or  technical  school. 

It  is  a  matter  of  importance  as  well  as  of  interest  to 
know  in  what  lines  of  activity  these  graduates  of  the  High 
School  are  already  engaged.  The  following  classification 
may  be  considered  as  reasonably  correct :  501  home-makers, 
220  in  mercantile  business,  194  office  employes,  184  now 
teaching,  69  farmers,  59  in  railroad  service,  41  in  mechan- 
ical trades,  31  nurses,  30  mechanical  and  civil  engineers,  26 
in  government  service,  21  physicians,  17  artists,  12  min- 
isters, 9  day-laborers  and  8  lawyers. 

The  work  of  gathering  this  information  and  preparing  it 
for  publication  was  done  by  the  Gregg  Shorthand  Club  un- 
der the  direction  of  Miss  Nellie  C.  Collins,  head  of  the  De- 
partment of  Shorthand  and  Typewriting.  It  is  a  fine  illustra- 
tion of  the  spirit  that  characterizes  the  school  and  the  many 
organizations  found  in  it.  They  do  things — not  for  per- 
sonal honor  or  profit  but  for  the  good  of  the  school.  This 
same  organization  published  a  history  of  the  High  School 
in  1907  in  which  appeared  a  directory  of  the  Alumni  by 
classes.  These  pages  contain  illuminating  information  on  a 
question  about  which  little  is  known,  "what  becomes  of  the 
High  School  graduate?"  The  writer  himself  could  not  have 
prepared  this  chapter,  and  he  wishes  to  express  his  appreci- 
ation for  the  services  thus  rendered  by  Miss  Collins  and  the 
Gregg  Shorthand  Club. 


288  GALESBURG   PUBLIC   SCHOOLS 

NOTE — When  the  pupil  has  attended  some  higher  or  technical  in- 
stitution, the  name  of  that  institution  is  added  in  brackets,  [     ]. 

Abernethy,  George  Earle,  '02 Farmer,  Galesburg 

Abrahamson,  Charles,  '08 Clerk,  S.  H.  Olson,  Galesburg 

Abrahamson,  Sophia  C,  '06 Bookkeeper,  Sinclair  Bros.,  Galesburg 

Adams,  E.  Q.,  '69,  [Knox] Wholesale  saddlery,  Galesburg 

Adams,  Helen,  '07,   [Knox,  Smith] Galesburg 

Adams,  Isla  Scienda,  '11,   [Lombard] Galesburg 

Adams,  Kate  A.,  77,  (Wallace  Johnson) Galesburg 

Adams,  Marie,  '10,    [Knox  Conservatory] Galesburg 

Adams,  R.  Edward,  '09,  [Knox] Galesburg 

Ahlenius,  Bertha  O.,  '91,  [Bradley]  .Teacher,  Domestic  Arts,  Galesburg 
Ahlenius,  H.  O.,  '94,  Trav.  salesman,  Marshall  Field  &  Co.,Columbus,  O. 

Ahlenius,  Rudolph  O.,  '91 Grocer,  Galesburg 

Akeyson,  Edward,  '92. ..  .Manager,  S.  &  S.  Packing  Co.,  Lincoln,  Neb. 

Akeyson,  Lillian  Ann,  '11,   (Harry  Cater) Galesburg 

Akeyson,  Vera  Cordelia,  '10,  [Augustana] Rock  Island,  111. 

Albert,  Grace/08,  [Train'g  School],Teacher,  Lincoln  School,  Galesburg 

Albert,  Minnie  J.,  '80,  (Blount) Died,  1910 

Aldrich,  Alice,  '98,  [Colo.  St.  Nor.] ...  .Kind,  teacher,  Grand  Jet,  Colo 

Aldrich,  Garence  C,  '99 Ranchman,  Meeker,   Colo. 

Aldrich,  Elmer,  '03 Surveyor,  Riverside,  Cal. 

Aldrich,  Harry  G.,  '04,  [Knox,  U.  of  111.] Galesburg 

Aldrich,  Julia,  '97,  (J.  S.  Wilson) Thornburg,  Colo. 

Aldrich,  Karl  J.,  '06,  [Knox] Rancher,  Stoutsville,  Mo. 

Aldrich,  Lloyd,  '04,  [U.  of  111.] Los  Angeles,  Cal. 

Aldrich,  Ralph  R.,  '99... Ranchman,   Craig,   Colo. 

Alexander,  Cornelia  Helen  M.,  '11,   [Brown's] Galesburg 

Alexander,  Kelly  L.,  '01 Music  teacher,  Columbia,  Mo. 

Allen,  Belle  W.,  '81,  (First  colored  graduate) Died,  1889 

Allen,   Bessie,   '99 Missionary  teacher,   Teheran,    Persia 

Allen,  Blanche,  '00,  (Hutchinson) Died,  1905 

Allen,  Daniel  E.,  '87 Mgr.  Art  Store,  Galesburg 

Allen,  Eva,  '93,  (Hughes),  [Brown's] Peoria,  111. 

Allen,  Grace  F.,  '00,  (Weaver),  [Knox  Conservatory] Galesburg 

Allen,  Jennie  L.,  '84,  [Baptist  Missionary  Training] Chicago 

Allen,  Nellie  M.,  '83,   (Rev.  Anton  Sengsen) Providence,  R.  I. 

Allen,  Sheldon  R.,  '02,  [Knox,  U.  of  111.] Teacher,  Cairo,  111. 

Allensworth,  Leslie,  '07,  [Knox] Artificial  Ice  Co.,  Galesburg 

Allensworth,  Lester,  '11 Blacksmith,  "Q,"  Galesburg 

Allensworth,   Myrtle   R.,   '03,    [Knox] Galesburg 

Allensworth,  Rolland,  '05, Bookkeeper,  Artificial  Ice  Co.,  Galesburg 

Almquist,  Alice  L.  M.,  '11. .  .Bookkeeper,  J.  A.  Oberg  &  Son,  Galesburg 

Almquist,  Hazel,  '10 Stenographer,  Evening  Mail,  Galesburg 

Alters,  Goldie,  '06,   (Otis  Weir) Farm,  Galesburg 

Anderberg,  Amanda  H.,  '00,  (Collins) Marseilles,  111. 

Anders,  Laila  Harriette,  '10,  [Brown's],  Sten.  Illinois  Hotel,  Galesburg 

Anders,  Paul  R.,  '11,  [Post  Graduate] Oregon,  111. 

Anderson,  Amy,  '05,  [Knox,  T.  S.],  Teacher,  Farn.  School,  Galesburg 
Anderson,  Blanch  P.,  '09. 

Anderson,  Burt/03,  [U.  of  111.],  Elec.  Eng.,A.  T.  &  S.  F.,Barstow,  Cal. 
Anderson,  C.  A., '99,  [Brown's], Timekeeper,  Supt.  office,  "Q,"  Galesburg 


HIGH  SCHOOL  ALUMNI.  289 

Anderson,  Carl  Edgar,  '11 Touring  Sweden,  Galesburg 

Anderson,  Clara,  '98 Died,  1904 

Anderson,  Clark  L.,  '10,  [Brown's] F.  &  M.  Bank,  Galesburg 

Anderson,  Edna,  '01,   (Freeman) Chicago,  111. 

Anderson,  Edwin,  '99. 

Anderson,  Ella,  '02 Clerk,  Kellogg,  Drake  &  Co.,  Galesburg 

Anderson,  Elwyn,  '06 Rancher,  Nonneta,  Wyoming 

Anderson,  Florence,  '05,  [U.  of  111.] Urbana,  111. 

Anderson,  Florence  Elizabeth,  '10 Galesburg 

Anderson,  Frances  Elizabeth,  '10 Galesburg 

Anderson,  Fred,  '85 Galesburg 

Anderson,  F.  H.,  '83,  [Knox],  Bookkeeper,  J.  H.  Nelson's,  Galesburg 

Anderson,  Harry,  '07 Galesburg  National  Bank,  Galesburg 

Anderson,  Howard  F.,  '04,  [U.  of  111.] ..  .Lumber  dealer,  Clearfield,  la. 
Anderson,  Irving/03,  [U.  of  111.],  Civil  Eng.,  A.  T.  &  S.  F.,  Galesburg 

Anderson,  Jennie,  '96 Clerk,  Goldsmith  &  Temple,  Galesburg 

Anderson,  Lilah  Mildred,  '98,  (Jarl) Chicago,  111. 

Anderson,  Lillie  Etty  Florence,  '09.  .Holmes  Bros,  laundry,  Galesburg 
Anderson,  Marie,  '05,  [Brown's],  Stenog.,  Gales.  Union  Tel.,  Galesburg 

Anderson,  Marie  H.,  '11 Visiting  Hawaiian  Islands,  Galesburg 

Anderson,  Mary  Olivia,  '94,  ( J.  B.  Swinger) Galesburg 

Anderson,  Mildred  A.,  '03,  (F.  F.  Freeman) Chicago,  111. 

Anderson,   Nancy,  '07 Galesburg 

Anderson,  Nellie,  '85,    (Frank) Atherton,  Ohio 

Anderson,  Rachel,  '10,  ]  Augustanaf Moline,  111. 

Anderson,  Rena,  '98,    (Sjodin) Galesburg 

Anderson,  Robert  M.,  '00 R.  R.  office,  Coffeyville,  Kan. 

Anderson,  Theodore,  '01 Died,  

Anderson,  Tillie,  '77 Music  teacher,  Galesburg 

Andrews,  Amanda,  '99,  (P.  A.  Gray)  ..  .Graduate  nurse,  Pueblo,  Colo. 
Andrews,  C.  L.,'80,  [U.  of  M.],  Kohler  &  True  Co.,  Boulder  City,  Colo. 

Andrews,  Kenneth  L.,  '09,   [Knox] Galesburg 

Andrews,  Lora,  '06,  [Brown's] ..  .Office,  Rearick's  Hdw.  Co.,  Galesburg 

Andrews,  Mable,  '07,   (Schlichter) Yale,  la. 

Andrews,  Rollin  Mac,  '11,  [Knox] Galesburg 

Andrews,  Thirza,  '93,   (Bone) Galesburg 

Angier,  R.  N.,  '10,  [Armour],  Office,  N.  W.  P.  Union,  Baltimore,  Md. 

Anthony,  Hazel,  '04 Craik,  Sask.,  Canada 

Arkels,  Charlotte,  '05,   (Milo  Rawalt) Canton,  111. 

Arkels,  Etta,  '84,   (Lloyd) Gibson,  111. 

Armstrong,  Annie  M.,  '78,  [Knox],  Principal  Cooke  School,  Galesburg 

Armstrong,  Flora,  '88,   (Teasdale) Oklahoma  City,  Okla. 

Armstrong,  Mary,  '98,  [Knox],  Bookkeeper,  S.  H.  Knox  Co.,  Galesburg 
Armstrong,  Nellie  C.,'93,  [Kind.  Nor.],  Teacher, Wes.School,  Galesburg 
Armstrong,  Nettie  H.,  '81,  [Knox] .  .Teacher,  Cooke  School,  Galesburg 
Armstrong,  W.  A.,  '84,  [Knox],  Cashier,  P.  T.  &  S.  Bank,  Galesburg 
Arnold,  Edward  C,  '89,  Head  Bookkeeper,  Swift  &  Co.,  Omaha,  Neb. 

Arnold,  Elizabeth,  '99,  (Lowman),  [Knox] Los  Angeles,  Cal. 

Arnold,  Florence,  '08,    (Ralph  Mucer) Sterling,  Colo. 

Arnold,  Frances  B.,  '90,  (Woods),  [Knox,  Wellesley] Galesburg 

Arnold,  Fred,  '89,  [Knox,  Harvard] Lawyer,  Galesburg 

Arnold,  Harriett,  '01,   [Knox] Galesburg 

Arnold,  Henry,  '85,  [Knox] Real  estate  agent,  Galesburg 


290  GALESBURG   PUBLIC    SCHOOLS 

Arnold,  Lettie,  79,   (McGaan) Altona,  111. 

Arnold,  L.,  '93,  [Knox,  Chicago  Dental],  Dentist,  Salt  Lake  City,  Utah 

Arnold,  Martha,  '95,   [Lombard] Died,   1911 

Arnold,  Pauline  Esther,  '11,   [Knox] Galesburg 

Asher,  Milton  C,  '06 General  Office,  "Q,"  Chicago,  111. 

Asher,  Robert  E.,  '02 Bookkeeper,  Peoria,  111. 

Astle,  Joseph  M.,  '00 Hardin,  Mont. 

Atwood,  Clarissa,  '02,   [Knox],  Teacher,  High  School,   Princeton,  111. 

Augerson,  Hazel  Aurora,  '10 Galesburg 

Avery,  Estelle,  '05,  (Wm.  Lampe),  [Knox] Shelby,  Iowa 

Axen,  Fred,  '95 ."Q."  Offices,  Chicago,  111. 

Ayres,  Jas.  B.,  77,  [Knox] Missionary,  Yamaguchi,  Japan 

Ayers,  Jessie,  '06,  (Rex  Colville) Galesburg 

Babcock,  Josiah,  Jr.,  '06,   [Knox,  Yale] New  Haven,  Conn. 

Babcock,  Lulu,  '91,   (Rich),  [Knox] Galesburg 

Babcock,  Nora  E.,  77,  (Kurtz) Died,  1910 

Backman,  Carl,  '04,   [  Augustana] Galesburg 

Backman,  Lillian,  '00,  [Knox,  T.  S.],  Teacher  H'cock  School,  Galesburg 

Backman,  Olga,  '06 Milliner,  Highlander,  Faulks  &  Co.,  Galesburg 

Bade,  Doretta,  '00 Galesburg 

Bair,  Mattie,  '01,   (Adams) Monmouth,  111. 

Baird,  Edith  L.,  '03,  [Knox  Conservatory] Oklahoma  City,  Okla. 

Baird,  Ellen  E.,  '03,  (Ward) Ames,  Iowa 

Baird,  Floyd,  '05 Oklahoma  City,  Okla. 

Baker,  Ernest  E.,  '80 El  Paso,  Tex. 

Baker,  Stella,  '05,   [Training  S.],  Teacher,  Weston  School,  Galesburg 

Baker,  J.  William,  '08 Adams  Express  Co.,  Chicago,  111. 

Baldwin,  Pearl,  '99,  (Ray  Hollingsworth) Oak  Park,  111. 

Ballou,  P.  R'09,  [Brown's],  Stenographer,  Med.  Exam.,  "Q,"  Galesburg 

Balz,  Elsa,  '05 Clerk,  N.  P.  Nelson  Co.,  Galesburg 

Balz,  Herbert,  '03 Manager,  Stationery  Store,  San  Francisco,  Cal. 

Balz,  Marie,  '08 Stenographer,  Boss  Mfg.  Co.,  Galesburg 

Balz,  Pauline,  '00,  (West),  [W.  111.  Normal,  T.  S.] Cairo,  111. 

Bancroft,  Sarah  L.,  '66 Los  Angeles,  Cal. 

Barlow,  Cosette,  '07,  (Curtis  Dunn) Galesburg 

Barlow,  Lawrence  W.,  '01 Frost  Manufacturing  Co.,  Galesburg 

Barnard,  Chas.  K.,  79 Died,  - 

Barnes,  Florence  A.,  '02 Ft.  Madison,  la. 

Barnes,  Lynn,  '00. . . . La  Grange,  111. 

Barnett,  Albert,  '07,  [Knox] Farmer,  Monmouth,  111. 

Barnett,  Edna,  '11,    [Knox] Galesburg 

Barnett,  Grace  Irene,  '09 Teacher,  Ponemah,  111. 

Barrer,  Glen  A.,  '08,   [Knox] Galesburg 

Bartlett,  J.  D.,'97,  [Lom'd,  U.  of  C,  Rush  Med.],  Physician,  Galesburg 

Bartlett,  Wm.  A.,  '01 Real  estate  and  lands,  Galesburg 

Barton,  Maude  B.,  '04,   (J.  L.  Norton) Chicago,  111. 

Bateman,  Louise,  '88 Died,  

Bateman,  Mary,  '88,   ( Arkles) Bainsville,  Ohio 

Bates,  Charles  E.,  '09,   [Knox] Galesburg 

Bates,  Esther  S.,  '11,   [Knox] Galesburg 

Bates,  Florence,  '92 Millinery  business,  Downer's  Grove,  111. 

Bates,  Floyd  B.,  '09 Teacher,  Harper  School,  Maquon,  111. 

Bates,  Myrle,  '06,   [Training  S.],  Teacher  Weston  School,  Galesburg 


HIGH  SCHOOL  ALUMNI.  291 

Bates,  Nealy  Lynn,  '97 Rancher,  Gulf  Crest,  Ala. 

Battell,  LeRoy,  '99 Engineer,  C.  B.  &  Q.,  Galesburg 

Battell,  Mabel  A.,  '02,  (Simpson),  [Knox,  T.  S.] Bliss,  Idaho 

Bauer,  Clifford,  '10 Bookkeeper,  Ranney  Shoe  Store,  Galesburg 

Baughman,  Flora  Adeline,  '09,   (Sheldon) South  Dakota 

Bauman,  Clara,  '91,  (Van  Valer) La  Crosse,  Wis. 

Baxter,  Helen  Beatrice,  '10 Moline,  111. 

Beck,  Wanda,  '06 Stenographer,  Insane  Asylum,  Kankakee,  111. 

Beckman,  Amy  J.,  '10 Galesburg 

Beckman,  Clarence,  '08 Auditor,  People's  Traction  Co.,  Galesburg 

Bedford,  O.  Clayton,  '03,  [U.  of  Michigan] Minister,  Allen,  Mich. 

Belcher,  Roy  S.,  '00,  [Lombard] Chemist,  Aurora,  111. 

Bell,  Cora,  '00,    (Phoenix) Galesburg 

Bell,  Jennie,  '07,   (E.  P.  Skinner) Galesburg 

Bell,  Walter,  '97,   [Knox] Mason,  Galesburg 

Bellinger,  Jessie,  '00,   (Smith) Alexis,  111. 

Benedict,  Arthur,  '84 Post  Office,  Chicago,  111. 

Benedict,  Jennie,  '80,   (Logan) Chicago,  111. 

Berggren,  Earl,  '00 Dentist,  Chicago,  111. 

Bergland,  Alice,  '85 Teacher,  Lincoln  School,  Galesburg 

Bergland,  Jennie/80,  (J.  B.  Slocum),  [Knox,  B.  S.  O.],  Brooklyn,  N.  Y. 
Bergland,  Miriam,  '89,    (Johnson),    [Knox  Conservatory] ..  .Galesburg 

Bergland,  Ruth,  '07 Teacher,  Loomis,  Neb. 

Bergland,  Selma,  '81,   (Hunter)  . . . Moline,  111. 

Berquist,  Estella  M.,  '86,   (Byram) Died,  1909 

Bertrand,   Minnie,  '91,    (Evans) Galesburg 

Berry,  Mattie,  '94,   (Ball),   [Macon,  Mo.] Denver,  Colo. 

Berry,  Cora,  '00,    ( Squires) Galesburg 

Besse,  Robert,  '03 Lyndon,  111. 

Bessell,  Florence,  '08,   [Knox  Conservatory] Galesburg 

Bibbins,  Mae  E.,  '04,  [T.  S.] Teacher,  Central  School,  Galesburg 

Bibbins,  Nellie,  '07,  [Knox  Conservatory] Galesburg 

Billings,  Eva  M.,  77,  (Hanaford) La  Porte,  Tex. 

Bissell,  Nellie,  '76 Died, 

Elaine,  Sara,  '94,  (Kalar),  [T.  S.,  Keok.  Med.] .  .Phys.,  Bloomfield,  Neb. 

Blake,  Mae  L.,  '86,  (Choose) Peoria,  111. 

Blake,   Sadie  E.,  '80,    (J.  H.  Coolidge) Cleveland,  Ohio 

Blayney,  Roy,  '07,  [Knox,  Northwestern  Dental] Chicago,  111. 

Blessing,  Caroline  J.,  '98. .  .Bookkeeper,  Robson  Mfg.  Co.,  Galesburg 

Blessing,  Rosie,  '01,    (Anderson) Galesburg 

Blessing,  W.  A.,  '97,  [Brown's] ..  .Bookkeeper.  "Q"  offices,  Aurora,  111. 
Blick,  Bertha,  '96,   (Mowat),   [Mrs.  Parry's  Vocal  School] .  .Galesburg 

Bliss,  Artie,  '80,  (Dunn),  [Kind.  Normal,  Knox  Cons.] Galesburg 

Bliss,  Henry,  '05,  [Oberlin] Aluminum  Co.,  East  St.  Louis,  M.o. 

Bliss,   Margaret,  '00 Salem,   Iowa 

Bliss,  Marion,  '08,  [Columbia  School  of  Expression] Galesburg 

Bliss,  Mary  C,  '04,  [Knox  Conservatory] Salem,  Iowa 

Bliss,  Ruth,  '01 Nurse,  Kelso  Sanitarium,  Bloomington,  111. 

Bliss,  Willard,  '00 Delaware,  Iowa 

Blodgett,  Estella,  '93,   (Fred  Dean),  [Training  School] Galesburg 

Blodgett,  Thos., '95,  [Knox] .  .Western  Mgr.  Outing  Mag.,  Chicago,  111. 
Bloomquist,  Guy,  '07,  [Northwestern  Dental] Dentist,  Chicago,  111. 


292  GALESBURG   PUBLIC   SCHOOLS 

Bloomquist,  Herbert  N.,  '04 Office,  city  clerk,  Galesburg 

Bloomquist,  Walter,  '99 Died,  1910 

Blum,  Edna,  '00,    (Selk) Galesburg 

Blum,  Harry  J.,  '97,  [Brown's] .  .Storekeeper,,  Mo.  Pac.,  St.  Louis,  Mo. 

Boden,  Elvira  Lulu,  '98,  (Hammond) Wolcott,  Ind. 

Boden,  Lizzie,  '99 Milliner,  Sacramento,  Cal. 

Bonesteel,  Edna,  '04,   (Vanscike) .  .Nurse,  Cottage  Hospital,  Galesburg 

Bonesteel,  Lillian,  '04 Nurse,  Cottage  Hospital,  Galesburg 

Bonham,  Jessie,  '11,   (Henry  Young) Galesburg 

Bonham,  Lloyd,  '08,  [Knox] Bonham  Shoe  Store,  Galesburg 

Borg,  Mary,  '90 Bookkeeper,  Gas  office,  Galesburg 

Boutelle,  Addison  J.,  '87,  [Knox] States'  attorney,  Galesburg 

Boutelle,  Carrie  M.,  '82,  [Knox,  Kind.  Normal] .  .Teacher,  Omaha,  Neb. 

Boutelle,  Will  A.,  '90 City  treasurer,  Galesburg 

Bower,  Verner,  '03 Farmer,  High  River,  Alberta,  Canada 

Boyd,  Jennie  S.,  '86,  (Beetham) Nevada,  Mo. 

Boydston,  Curtis,  '03 Cambridge,  111. 

Boydston,  Everett,  '01 Denver,  Colo. 

Boyle,  Minnie,  '09 California 

Boyer,  Abel,  '04,  [Knox] Galesburg 

Boyer,  Zetta  M.,  '04 Teacher,  Wichita,  Kan. 

Booz,  Margaret,  '05,  (Fred  Daniels) Omaha,  Neb. 

Branham,  Eva,  '01,  (Terry) Galesburg 

Bradbury,  Daisy,  '92,   (Meadows) Berwick,  111. 

Bradbury,  Mae,  '01,    (Straub) Galesburg 

Bradbury,  Walter  B.,  '98 Farmer,  Cameron,  111. 

Bradshaw,  Vera  M.,  '98,  (P.  W.  Thomson) Los  Angeles,  Cal. 

Brainard,  Caroline,  '96,  [Kind.,  Bus.  Coll.],  Stenog.,  Kansas  City,  Mo. 

Brainard,  Ralph  V.,  '06 Traveling  salesman,  Oklahoma  City,  Okla. 

Branham,  Mazeppa,  '94,   (Frank  Palmer) Galesburg 

Brechwald,  Amelia  B.,  '83,  (Hartz) Aurora,  111. 

Bridge,  Arthur, '05,  [Knox,  Agr.],  Mgr.  Bridge's  Farms,  Fargo,  N.  D. 
Bridge,  E.  R.,'02,  [Knox,  U.  of  Wis.],  Teacher,  Man.  Train.,  Galesburg 

Bridge,  Glenn,  '00,  [Knox,  U.  of  111.] Died,  1905 

Bridge,  Irene,  '08,  [Knox] Galesburg 

Bridge,  John,  '91 Express  Messenger,  C.  B.  &  Q.,  Galesburg 

Briggs,  June  Nellie,  '10,   [Normal] Gibson  City,  111. 

Briggs,  Pearl  Eurith,  '10 Dixon,  111. 

Brimhall,  Amelia,  '01,  [Cumnock's] Galesburg 

Brintnell,  Arthur,  '94..  .Mgr.  S.  S.  White  Dental  Mfg.  Co.,  Chicago,  111. 

Bristol,  Albert,  '96 Salesman,  Swift  &  Co.,  Coffeyville,  Kan. 

Brockway,  Marcia,  '05,  ( J.  P.  Creen) Galesburg 

Bronson,  Ada,  '08,  (John  Fink) Iowa  City,  la. 

Bronson,  Nellie,'06,  [Knox,  Brown's],  Teacher,  High  School,  Moline,Ill. 

Brown,  Carrie  S.,  '98,   (Jagger),  [Cottage  Hospital] Denver,  Colo. 

Brown,  Curtis,  '99,   [Knox],  Bookkeeper,  Gales.  Nat.  Bank,  Galesburg 

Brown,  Edna,  '01,   (Foshay) London  Mills,  111. 

Brown,  Edwin,  '95 Draftsman,  Pine  Bluffs,  Ark. 

Brown,  Ella  S.,  '77,  ( Scott) Galesburg 

Brown,  Elizabeth,  '05 Teacher,  Maquon,  111. 

Brown,  Eva,  '01,   (Roberts) Kewanee,  111. 

Brown,  Wm.  Fene,  '65 Died 

Brown,  George  W.,  '65 Died,  1905 


HIGH  SCHOOL  ALUMNI.  293 

Brown,  Jennie,  '06 Teacher,  County  School,  Galesburg 

Brown,  Lillie  M.,  '04,  (Boostrom) Canton,  111. 

Brown,  Hattie,  '91,   (Andrews) Ft.  Madison,  la. 

Brown,  Marguerite Nurse,  Cottage  Hospital,  Galesburg 

Brown,  Ray  Matlock,  '11,  [Knox] Galesburg 

Brown,  Robert,  '09,  [Brown's]..  .Stenog.  Fruit  Co.,  San  Francisco,  Cal. 

Brown,  Valasco,  '01 Deputy  city  clerk,  Macomb,  111. 

Brown,  Walter  E.,  '10,   [Brown's],  Stenog.,  Coal  mine,  St.  David,  111. 

Brooks,  Harold,  '06 Mercedes,  Tex. 

Brooks,  Hattie  M.,  '90,  (Hensel) Galesburg 

Brooks,  Mamie,  '91,  (Fuller) La  Grange,  111. 

Brownson,  Cleo  May,  '08 Galesburg 

Bruington,  Earl  V.,  '10 Farmer,  Coldbrook,  111. 

Bruington,  Gilmer,  '10 Farmer,  Coldbrook,  111. 

Brulin,  Irene,  '08,  [Brown's] Beaumont,  Tex. 

Bruner,  Carrie,  '90 Died,  

Bruner,  Clarabelle,  '08,  (Wordengardener) Monmouth,  111. 

Bruner,  Maud,  '92,  (Edens),   [Brown's] Chicago,  111. 

Bryner,  Pearl,  '01 Keithsburg,  111. 

Bryngelson,  Brynolf,  '10.. Clerk,  Steinfeldt's  Jewelry  Store,  Galesburg 

Bryngelson,  Carl  E.,  '11 Wilbur,  Lanphear  &  Co.,  Galesburg 

Bryns,  Albert  E.,  '87,   [Knox]. 

Bullock,  Faye,  '96,  [Lombard],  Adv.  Mgr.  Jos.  Home  &  Co.,  Pittsburgh 

Burgess,  Jessie  W.,  '80,  (Osborne) Joplin,  Mo. 

Burke,  Andy  L.,  '01 Musician,  Fort  Collins,  Colo. 

Burke,  Aura  Ella,  '94 Bookkeeper,  Lass  &  Larson,  Galesburg 

Burke,  Ralph  T.,  '11 Caller,  C.  B.  &.  Q.,  Galesburg 

Burke,  Irma  Lillian,  '10 Cashier,  O.  T.  Johnson  Co.,  Galesburg 

Burkhalter,  Euphemia  A.,  '03,  (Baldwin) Topeka,  Kan. 

Burkhalter,  Nellie,  '90,   ( W.  A.  Boutelle) Galesburg 

Burkhalter,  Robert,  '90 Lawyer,  Chicago,  111 

Burkhalter,  Edna,  '01,   (Baltimore) Nekoma,  111. 

Burkhalter,  Savina  C.,  '06,  [Knox  Conservatory] Galesburg 

Burkhalter,  N.  H.  '11,  Bookkeeper,  Western  Union  Tel.  Co.,  Galesburg 
Burkhalter,  Gertrude  F.,'09,  [Brown's],  Stenographer,  Los  Angeles,  Cal. 

Burkhalter,  Florence  E.,  '09,  [W.  111.  Normal] Galesburg 

Burnaugh,  Juanita,  '05,  [Knox,  T.  S.],  Teacher,  Line.  School,  Galesburg 

Burneson,  Eva,  '99,   (Reed) California 

Burnette,  Bessie,  '08,  [U.  of  Iowa] Iowa  City,  la. 

Burns,  Charles  M.,  '08,   [Knox] Galesburg 

Burns,  George  Maley,  '09,  [Knox] Galesburg 

Burtnett,  Lillian  G.,  '10 Nurse,  Proctor  Hospital,  Peoria,  111. 

Burtt,  Norton  J.,  '10,  [U.  of  Notre  Dame] Notre  Dame,  Ind. 

Burton,  Clara,  '06. 

Burton,  Irene  M.,  '04,  (Harry  Palmer) Los  Angeles,  Cal. 

Burton,  Margaret,  '08,  [Knox] Galesburg 

Burton,  Nettie  A.,  '80,   (R.  E.  Worrell),  [State  Normal] .  .Bowen,  111. 

Butler,  Julia,  '10 Galesburg 

Butterfield,  Fannie,  '86,   (A.  J.  Ream) Galesburg 

Butterfield,  Josephine,  '94,  (J.  F.  Chaffee) Council  Bluffs,  la. 

Butterfield,  Nellie  C.,  '02,   ( Stevens) Galesburg 

Byram,  Eleanor  L.,  '03,   (Wiley  Massie) Buda,  111. 

Byram,  Grace,  '95,  [Brown's],  Stenog,  Adams  Express  Co.,  Galesburg 


294  GALESBURG   PUBLIC   SCHOOLS 

Byram,  Hester,  '89,  (  P.  CTryner),  [Kindergarten  Normal],  Galesburg 

Byram,  Joseph  E.,  '87 Mail  clerk,  Indianapolis,  Ind. 

Byram,  Louise  A.,  '81,  (DeSpain) Cottage  Grove,  Ore. 

Byram,  Zella  M.,  '93,  [Knox] .  .Teacher,  High  School,  Ft.  Madison,  la. 

Caldwell,  Anthony  J.,  '98 Stock  Ranch,  Stoutsville,  Mo. 

Caldwell,  W.  Harley,  '98 Standard  Oil  Co.,  Galesburg 

Callender,  Blanche,  '00 Union  news  stand,  Galesburg 

Callender,  Gladys  M.,  '10,  [St.  Margaret's] Galesburg 

Callender,  Ida,  '06,  (Hagen) Mate  Huala,  Mexico 

Callender,  Lillian,  '06 Galesburg 

Callender,  Ruth  Serena,  '10,  [St.  Margaret's] Galesburg 

Callison,  Fern,  '04,  (W.  F.  Miller) Little  Falls,  Wash. 

Calkins,  Bertha,  '00,   (Dunbar) Galesburg 

Calkins,  Ernest,  '85,  [Knox] Advertiser,  New  York,  N.  Y. 

Calkins,  Fred,  '92 Baggage  transfer,  San  Francisco,  Cal. 

Calkins,  H.  M.,  '94,  [Knox,  Minn.  Bus.],  Teacher,  Silver  City,  N.  M. 

Calkins,  Leah,  '88,   (Pearsoll),   [Knox] Elgin,  111. 

Calkins,  Will,  '90 Advertiser,  New  York,  N.  Y. 

Cameron,  Margaret,  '09,  [St.  Margaret's,  Knox,  St.  Mary's],  Galesburg 
Campbell,  Cora  M.,  '04,  Stenographer,  Bartlett  &  Robbins,  Galesburg 

Campbell,  Gladys  McAlpine,  '09,  [Knox] Galesburg 

Campbell,  Helen,  '11,  [Knox] Galesburg 

Campbell,  Irene,  '00,  (Willis),  [Knox  Conservatory] Seattle,  111. 

Campbell,  Jessie  E.,  '02,  (Lawrence),  [Brown's] Galesburg 

Campbell,  Mary  E.,  '64,  (Riddle) Guthrie,  la. 

Candee,  Fannie,  '67,  (Gale),  [Knox] Died  1903 

Candee,  Jennie,  '64,  (Brush),  [Knox] Carbondale,  111. 

Canfield,  Jesse  Owen,  '02 Prop,  of  theatre,  Washington,  la. 

Canfield,  Louise  M.,  '04,  (Geo.  Ehrenhart) Abingdon,  111. 

Canfield,  Ruth  E.,  '10.  .Bookkeeper,  Wenzlemann  Mfg.  Co.,  Galesburg 

Carey,  Frank,  '96 Prop,  book  store,  Seattle,  Wash. 

Carey,  Mary,  '88,  (Moore) Benton  Harbor,  Mich. 

Carey,  Romulus,  '00 Real  estate,  Portland,  Ore. 

Carney,  Eugenia,  '05,  [Knox] Galesburg 

Carney,  Harold  F.,  '06 Working  in  orange  orchard,  Riverview,  Cal. 

Carney,  Winifred  J.,  '02,  (Teeter),  [Knox] Chicago,  111. 

Carley,  Amber,  '09,   [Knox] Galesburg 

Carlson,  Anna  A.,  '09,    [Brown's],   Stenographer,  tie  plant,  Galesburg 

Carlson,  Edna  O.,  '10 Stenographer,  B.  E.  McLaughlin,  Galesburg 

Carlson,   Elsie,  '07,   [Brown's],   Private  secy,  Mr.   Scott,  Chicago,   111. 
Carlson,  Stella,  '05,  Stenographer,  Galesburg  National  Bank,  Galesburg 

Carlton,  Helen,  '03 Trained  nurse,  Denver,  Colo. 

Carrier,  Edith  Maud,  '10 Cameron,  111. 

Carter,  Estella  P.,  '98,  Bookkeeper,  Modern  Woodmen,  Denver,  Colo. 

Carter,  Eva  M.,  '03 Dressmaker,  Galesburg 

Case,  Mabel  Esther,  '02,  (A.  J.  Martin) Chicago,  111. 

Castle,  Carroll,  '91 Dentist,  California 

Cederoth,  Elvera,  '10,  [Brown's] Galesburg 

Castle,  Cynthia,  '00,  (Shanley) Galesburg 

Chalmers,  Mary  E.,  '10 Teacher,  Kindergarten,  Galesburg 

Chalmers,  John  H.,  '02 Mechanical  Engineer,  Grand  Rapids,  Mich. 

Chalmers,  Bessie,  '96,   (Neylon) Galesburg 

Chalmers,  Thomas,  '06 Fireman,  C.  B.  &  Q.,  Galesburg 


HIGH  SCHOOL  ALUMNI.  295 

Chamberlain,  Alice,  '01 Galesburg 

Chamberlain,  Ethel/01,  (Porter),  [Lorn.,  U.  of  C],  East  Orange,  N.  J. 

Chamberlain,  Ruth,  '04,  [Lombard] Mus.  D.,  Lombard,  Galesburg 

Chambers,  Pearl  M.,  '03,   (Adams)... Galesburg 

Chandler,  Henry  G.,  '04,  [U.  of  111.] Merchant,  Marshfield,  Ind. 

Charles,  Mary  Ellen,  '64 Topeka,  Kan. 

Charlson,  Arthur  J.,  '89 Carpet  Dept,  O.  T.  Johnson  Co.,  Galesburg 

Charlson,  Jennie,  '87 Galesburg 

Chapman,  Harry  K.,  '02 Bookkeeper,  Chicago 

Chapin,  Carrie  L.,  '80,  [Kind.  Normal],.  .Teacher,  Churchill,  Galesburg 
Chapin,  Gertrude  R.,  '80,  (F.  D.  Thomson),  [Knox]. .  .Springfield,  111. 

Chase,  Lorena,  '06 Died,  1906 

Chase,  Nina,  '09 Teacher,  Blue  Sky  School,  Maquon,  111. 

Chase,  Nellie,  '91 Teacher,  Galesburg 

Chase,   P.  M.,  '02,    [Knox,  Dartmouth],   Phys.  &  Surgeon,  Galesburg 

Chellburg,  Minnie  A.,  '00 Farmers  and  Mechanics  Bank,  Galesburg 

Childs,  Erminie  Dix,  '94 Died,  1897 

Chinn,  Bertha  Temple,  '00 Galesburg 

Chitty,  Mattie  L.,  '86,  (Hollandsworth) Canton,  111. 

Chittenden,  Edgar,  '05,  Trav.  salesman,  National  Biscuit  Co.,  Galesburg 

Christburg,  Harriet  D.,  '11,   [Knox] Galesburg 

Christenson,  Agnes,  '07 Stenographer,  Dr.  Matheny,  Galesburg 

Christenson,  Edith  N.,  '04,  (Rodgers) Hermon,  111. 

Christenson,  Reuben,  '10 Bank  of  Galesburg,  Galesburg 

Christopher,  Ethel,  '95,   (Jones),  [Knox] Chicago,  111. 

Church,  Herbert,  '05,   [Knox] Galesburg 

Churchill,  Nellie,  '07,   (Ramp) Kansas  City,  Mo. 

Clark,  Chester  M.,  '81,  [Knox,  Yale] ..  .Cong,  minister,  Fairview,  Kan. 

Clark,  Esther,  '11,  [Lombard] Galesburg 

Clark,  Gladys,  '08,  (Clyde  Waters) Galesburg 

Clark,  Jennie  E.,  '86,  (Hunt) Decatur,  Mich. 

Clark,  P.  Alice,  '97,   [Knox,  St.  Louis  T.  S.],  Nurse,  St.  Louis,  Mo. 

Clarkson,  Florence,  '00,  (R.  E.  Collins),  [Knox] Parnassus,  Pa. 

Clay,  Alta  B.,  '97,  (Thomas) Galesburg 

Clay,  Cora,  '97,  (Roxey) Cameron,  111. 

Clendenin,  Elizabeth,  '98,   (Osgood) Fallow,  Nevada 

Clendenin,  Helen,  '98,  (Bohannon),  [Knox] Alsas,  Sask.,  Can. 

Clendenin,  Mabel,  '01,  [Knox] New  York,  N.  Y. 

Clong,  Blanch  Irene,  '09 Clerk,  "Q"  lunch  rooms,  Aurora,  111. 

Coad,  Oral  S.,'04,  [Knox,  Columbia  U.] Teacher,  Delaware,  Ohio 

Coates,   Rheda   E.,   '10,    [St.   Margaret's],   Teacher,   Kind.,    Galesburg 
Cobb,  Harry  C.,  '99,  [U.  of  C],  Adv.  Dept.,  Motor  Age  Mag.,  Chicago 

Cobb,  Scott,  '95,  [U.  of  111.] Died,  1904 

Cochrun,  Bessie,  '95 Galesburg 

Cochrun,  Helen  B.,  '02,   (Cunningham) Omaha,  Nelx 

Cochrun,  Florence  Agnes,  '09 Milliner,  Galesburg; 

Cochrun,  Margaret,  '99 Office,  stock  yards,  Galesburg 

Cocklin,  Karl,  '01 Iowa  City,  la.. 

Coe,  Lulu,  '96,  (N.  L.  Ewing),  [Knox  Conservatory] Galesburg 

Coffman,  Harry  E.,  '01 Died,  1910 

Coffman,  Kate,  '03,  (Richardson),  [Knox] Creston,  la. 

Coffman,  Maud,  '10,  [Knox] Galesburg 

Coffman,  Nina,  '01,  (Kiley) Kansas  City,  Mofc 


296  GALESBURG   PUBLIC   SCHOOLS 

Cole,  Elvina  N.,  '04,  [Bloomington  School  of  Chiropody],  Minneapolis 
Cole,  Orlinda  D.,  '03,  [Brown's],  Nurse,  Cottage  Hospital,  Galesburg 
Collins,  Effie,  '92,  (Musgrove),  [Knox  Conservatory],  Wheaton,  111. 
Collins,  Nellie  C,  '87,  [Brown's,  Gregg],  Teacher,  High,  Galesburg 

Colville,  Anne,  '95,   (Wm.  Anderson) Galesburg 

Colville,  Helen  E.,  '02,  [T.  S.] Children's  Librarian,  Galesburg 

Colville,  John,  '07,  [U.  of  111.] Galesburg 

Colville,  Margaret  M.,  '83,  (McCormick),  [Knox],  Great  Falls,  Mont. 

Colville,  Nita,  '91,  (N.  C.  Lescher),  [Brown's] Galesburg 

Colville,  Rex,  '04 Fireman,  "Q,"  Galesburg 

Comstock,  Carrie,  84,  [School  of  Art  and  Design],  Los  Angeles,  Cal. 

Conant,  Nina  L.,  '03,  (Rose) Atchison,  Kan. 

Conard,  Mary  Esther,  '02 Galesburg 

Condon,  Anna  Louise,  '10 Clerk,  S.  H.  Knox  Co.,  Galesburg 

Condon,  Florence  J.,  '04 Pasadena,  Cal. 

Cone,  Clara,  '93 Winfield,  Kan. 

Cone,  Mark,  '92 Farmer,  Surrey,  111. 

Conger,  Delia,  '02,  [Wellesley,  Lombard],  Teacher,  Franklin,  Mass. 
Conger,  Ethelyn,  '05,  [Lombard] .  .Studying  music,  Framingham,  Mass. 
Conger,  G.  P.,  '97,  [Lombard,  Hannaman  Med.],  Specialist,  Oak  Park 

Conser,  William,  '03 Fruit  grower,  Riverside,  Cal. 

Converse,  Myrtle,  '95,  ( Widney) Pasadena,  Cal. 

Cook,  Bernice  E.,  '09 Teacher,  Hope  School,  Victoria,  111. 

Cook,  Frances  E.,  '93,  ( Post) Detroit,  Mich. 

Cook,  Grace,  '95,  (Smith),  [Knox] Oak  Park,  111. 

Cook,  Kate,  '08 Boss  Mfg.  Co.,  Galesburg 

Cook,  Mabel  Hortense,  '11 Victoria,  111. 

Cooke,  Florence  A.,  '93,  (Moerhoute) .  .Teacher  of  music,  Chicago,  111. 

Coolidge,  Adelaide,  '03,   (Felt) Galesburg 

Coolidge,  E.  D.,  '98,  [Knox,  Chicago  Dental] Dentist,  Chicago,  111. 

Coolidge,  Edna,  '02,   (Rice) Williamsneld,  111. 

Coolidge,  Josephine,  '96,  (Moreland),  [Knox,  Lombard] ...  .Galesburg 
Coolidge,  Nellie,  '92,  [Chic.  School  Mass,  and  Ther.  Gym.]  Galesburg 
Coolidge,  Walter,  '92,  [Knox],  Professor,  Shurtleff  College,  Alton,  111. 

Cooper,  Edith  Minerva,  '11 Monmouth,   111. 

Cooper,  Mae  G.,  '98,  (St.  John),  [Knox] Chicago,  111. 

Copeley,  Mary  E.,  76 Died,  1882 

Corbin,  Bert,  '85 Wholesale  lumber  dealer,  St.  Louis,  Mo. 

Coulson,  Elma  Marie,  '97,  (Bramhall). 

Courtright,  Gertie,  '91,  (Hedenburg) East  Galesburg 

Cowan,  Mary,  '05 Died,  1911 

Cox,  Cella,  '07 Galesburg 

Cox,  Ethel  W.,  '98,  (Butcher) Rio,  111. 

Cox,  Gladys,  '10,  [Lombard] Teacher,  N.  Henderson,  Galesburg 

Crandell,  Susie  Enid,  '09,  [Knox] Galesburg 

Cratty,  Stella,  '01 Teacher,  Oneida,  111. 

Cravens,  Mabel,  '08 Alpha,  111. 

Cravens,  Vallah  A.,  '09,  (James  Davis) Galesburg 

Craver,  Lucy,  '00,  (Robinson) Galesburg 

Craw,  Irma  McChesney,  '11,  [Knox] Galesburg 

Crawford,  Agnes  J.,  '03,  (Lambert) Weathersfield,  111. 

Crawford,  Mary,  '00,   (Monroe),   [Knox] Rushville,  111. 

Creen,  John  P,  '02 Clerk,  post  office,  Galesburg 


HIGH  SCHOOL  ALUMNI.  297 

Crocker,  Leslie  J.,  '97,  [Brown's] Farmer,  N.  Dakota 

Culver,  Blanche,  '01,  (Stratton) Mason  City,  la. 

Culver,  Cora,  '97,   (Fulton),   [Knox,  Kind.  Normal] ..  ..Wichita,  Kan. 

Culver,  Richard  J.,  '01 Los  Angeles  Herald,  Los  Angeles,  Cal. 

Cummins,   Lydia,  '93 Galesburg 

Cunningham,  Ora  Sorelda Mgr.,  Boyer  Broom  Co.,  Galesburg 

Curran,  Jennie,  '92,  (Everson) Omaha,  Neb. 

Dahleen,  Amy  V.,  '03,   (Billings) Galesburg 

Dalberg,  Emil,  '11,  [ Augustana] Rock  Island,  111. 

Dallach,  Alex  C,  '97,  [Brown's] Mayor,  Wenatchee,  Wash. 

Dallach,  Carl,  '08,  [Brown's] .  .Private  Secretary,  Supt.  "Q,"  Galesburg 

Dallach,  Elsie,  '01,  (Geo.  Cowan) Galesburg 

Dallach,  Gertrude,  '10,   [Knox] Galesburg 

Dallach,  W.  A.,  '06 Draftsman,  McCook  Mfg.  Co.,  Chicago,  111. 

Danielson,  Edna,  '07,  (Bronley) Kansas  City,  Mo. 

Danielson,  Mary,  '00,    (Meadows) Galesburg 

Danielson,  Selma,  '01,  (Swan  Palm),  [Cottage  Hospital] ...  .Galesburg 

Darst,  James  M.,  '02,   [Rose  Polytechnic] Terre  Haute,  Ind. 

Darst,  Margaret,  '07,  [Drake  University] Des  Moines,  la. 

Darst,  Wilmer  M.,  '01 Farmer,  Ferris,  111. 

Daugherty,  Edwin,  '03 Fruit  grower,  Riverside,  Cal. 

David,  Dora,  '99,    ( Vitatoe) Peoria,  111. 

David,  Jesse  M.,  '02 .Lawyer,  Peoria,  111. 

Davidson,  Belle,  '95 Tailor,  Rock  Island,  111. 

Davidson,  Elsie,  '96,  [Brown's],  Private  Secy,  Rand-McNally,  Chicago 

Davidson,  Emma  Florence,  '06 Farm,  Cameron,  111. 

Davidson,  Genevieve,  '05,   (Bruce  Willis) Galesburg 

Davidson,  Grace,  '99 Milliner,  Galesburg 

Davidson,  Sam,  '98 Carpenter,  Galesburg 

Davis,  Alta,  '91,  ( B.  W.  Seymour) Chicago,  111. 

Davis,  Ellen,  '85,  [Knox] Prin.,  Douglas  School,  Galesburg 

Davis,  Gairoe  Viola,  '09,  (Mead) North  Henderson,  111. 

Davis,  Grace  Ruth,  '11 Galesburg 

Davis,  Kate,  '89,  [Knox,  U.  of  Chicago] Teacher,  Madison,  S.  Dak. 

Davis,  Loyal  E.,  '11,  [Post  Graduate] Galesburg 

Davis,  Mary  J.,  '63,  (J.  T.  McKnight),  [Knox] Galesburg 

Davis,  Rena,  '91,   ( Wasson) Galesburg 

Davis,  Theressa  J.,  '02,   (Robinson) Chicago,  111. 

Day,  Bessie  M.  E.,  '09 Chicago,  111. 

Daymude,  Orville  Marie,  '11.. Teacher,  Monmouth,  111. 

Deatherage,  Ethel,  '03 Rio,  111. 

Deatherage,  Roxy,  '05 Rio,  111. 

Deets,  Gladys  Belle,  '11,   [Knox] Galesburg 

Deets,  Harold  B.,  '09,  [U.  of  111.] Galesburg 

De  Forrest,  Martha  Loraine,  '00,  (Campbell) Atlanta,  Kan. 

Dejerald,  Aurilley,  '86 Died,  

Delbridge,  Garnet,  '00,  (Underbill) Kewanee,  111. 

Denison,  Grace,  '07 Miller  City,  Idaho 

Dennis,  Catherine  H.,  '03,  [Brown's] .  .Sten.,  Treas.  Dept,  Washington 

Dennis,  Laura  Mina,  '97,   (Summers) Hope,  Kan. 

Denny,  Lorretta,  '01,  ( Birch) Galesburg 

Denny,  William  F.,  '01 Lawyer,  Chicago,  111. 

DePue,  Edith,  '07 Stenographer,  A.  J.  Boutelle,  Galesburg 


298  GALESBURG    PUBLIC    SCHOOLS 

Derby,  Mary  L.,  '93 Inglewood,  Cal. 

Derry,  Roy  E.,  '11 Wagoner  Printing  Co.,  Galesburg 

DeVoss,  Frank  M.,  '04 Farmer,  Cameron,  111. 

Dewey,  Winnie,  '91,  (Short) Council  Bluffs,  la, 

Dick,  Walter  H.,  '98 Plumber,  Galveston,  Tex. 

Dickerson,  Ruth  B.,  '11 Stenographer,  Physician's  office,  Galesburg 

Dickson,  Edna  H.,  '98,   (Alexander),  [Brown's] Lowry,  Wis. 

Dickson,  Guy  B.,  '81,  [Rush  Medical] Physician,  Chicago,  111. 

Dickson,  Mabel,  '95,  (Butterwick) Galesburg 

Doll,  Harriet  L.,  73 Galesburg 

Dolbin,  Myrtle  M,  '02,   (A.  E.  Hinckley) Galesburg 

Donnelly,  Anna,  '01 Stenographer,  Galesburg 

Donnelly,  Nellie,  '08 Stenog.,  Chicago  Motor  Co.,  Chicago,  I1U 

Dossett,  Anna  A.,  '02,   (Owens) Galesburg 

Doudna,  Nellie,  '99,   (Stofft) Omaha,  Neb., 

Dougherty,  Curtis,  79,  Civil  Eng.,  Queen  &  Crescent,  Denver,   Colo. 

Douglas,  Emma,  '10 Clerk,  High  School,  Galesburg 

Douglass,  Edwin  W.,  '08,  [Arkansas  University] Galesburg 

Douthett,  Roxey  Edith,  '97,   [Brown's],  Stenog.,  in  Bank,  Peoria,  111. 

Dove,  Jennie,  '99 Betheden,  Miss, 

Dow,  Mabel,  '92,  (F.  L.  Conger),  [Lombard] Galesburg 

Driggs,  Wm.  M.,  '98 Josephson  Jewelry  store,  Moline,  111, 

Dudley,  Chas.  E.,  77 Depot  master,  "Q,"  Galesburg 

Duff,  Myrtle,  '05 Portland,  Ore. 

Duffey,  Kathlyn,  '99,  (Higby) Whiting,  Kan., 

Duffy,  Frances,  '00,   (Stone) Kewanee,  111, 

Duffy,  Lawrence,  '07 Farmer,  Galesburg 

Duke,  Bert,  '10 Barber  shop,  Galesburg 

Dunbar,  Etta,  '06 Farm,  Galesburg 

Dunbar,  Frank,  '06,  [Knox] Farmer,  Galesburg^ 

Duncan,  Fred,  '05 Electrical  Engineer,  Chicago,  111. 

Duncan,  Joe,  '07 Civil  Engineer,  A.  T.  &  S.  F.,  Marceline,  Mo. 

Dunkle,  Florence  Evelyn,  '03,  Stenog.,  First  National  Bank,  Galesburg 

Dunkle,  Olive,  '10 ' Galesburg 

Dunn,  Chas.  W.,  73,  [Knox,  Chi.  Theo.  Sem.],  Minister,  Lebanon,  Mo.. 

Dunn,  Eleanor  Mary,  '11,   [Knox] Galesburg 

Dunn,  Joe  H.,  '98 Private  secretary,  Bank,  Wellingham,  Wash,. 

Dunn,  Maude,  '97,    (Gentry) Galesburg 

Dunn,  Nellie  M.,  '09,   (Hough) Galesburg 

Dunn,   Nettie,   '04 Galesburg 

Dunn,  Pansy,  '97,   [Knox,  Brown's],  Sten.,  Mall.  Cast.  Co.,  Galesburg 

Dunlap,  Doris,  '08 Kindergarten  teacher,  Kansas  City,  Mo.. 

Dunlap,  Edith  Letitia,  '09,   [Knox] Galesburg 

Dunlap,  W., '06,   [Knox,  Brown's,  U.  of  111.,  Rush  Med.],  Chicago,  111. 

Duvall,  Olive,  '05,   (Crawford) Iowa.. 

Eastes,  Carrie,  '89 Teacher,  Galesburg 

Eastes,  Darlene  L.,  '10,  [Knox  Conservatory] .Galesburg 

Eastes,  Enid,  '04 Bookkeeper,  Watson  &  Cabeen,  Galesburg 

Eastes,  Geo.  J.,  '87 County  treasurer,  Galesburg 

Eastes,  John  W.,  75 Gasoline  and  kerosene  dealer,  Galesburg 

Eastes,  Lucille  A.,  '11,   [Knox  Conservatory] Galesburg 

Eastes,  Margaret,  '07 Dressmaker,  Kellogg,  Drake  &  Co.,  Galesburg 

Eastman,  Herbert,  '06,   [Knox] Galesburg 


HIGH  SCHOOL  ALUMNI.  299 

Eastman,  Orlo  A.,  '08,  [Knox] Galesburg 

Eaves,  Ruth  M.,  '10 File  clerk,  storehouse,  "Q,"  Galesburg 

Eble,  Wm.  R.,  '09 Clerk,  Supt.  office,  "Q,"  Galesburg 

Edgar,  Edna,  '04,  (Pont),  [Brown's] Galesburg 

Edgar,  Lou  Ellen,  '04 .Rio,  111. 

Edgerton,  Erastus  L.,  '01,  [Rush  Medical] Physician,  Chicago 

Edgerton,  Helen,  '09,   [Lombard] Galesburg 

Edmunds,  Stella  H Nurse,  Cottage  Hospital,  Galesburg 

Edmundson,  Harry,  '08 "Q"  yard  office  at  humps,  Galesburg 

Edmundspn,  Inez,  '01,  [Knox  Conservatory] Houston,  Tex. 

Edoff,  Alice  Cecelia,  '09 Stenographer,  Machen  Bros.,  Galesburg 

Edwards,  Ella  B.,  '02 Geneseo,  111. 

Edwards,  Ethel  E.,  '04,  (Berlocher) Chicago,  111. 

Edwards,  Gertrude  M.,  '04 Teacher,  Hitchcock  School,  Galesburg 

Edwards,  G.  Perle,  '03,  (Leo  Baird) Abingdon,  111. 

Eels,  Floy,  '05,  (Edward  Brothers) Pasadena,  Cal. 

Elder,  Alta,  '05,    [Knox] Galesburg 

Elder,  Mollie  M.,  '87,  ( W.  A.  Jordan) Galesburg 

Elmendorf,  Raymond  D.,  '02 Died,  1909 

Elstein,  Leo,  Jr.,  '08,  [U.  of  111.] Urbana,  111. 

Emery,  Earl,  '08,  [Brown's] Traveling  salesman,  Galesburg 

Emery,  Margaret,  '10,  [Wood's  Kind.  Normal] Minneapolis,  Minn. 

Emrich,  Lillian,  '89,  (Nye),  [Knox] Grass  Valley,  Cal. 

Emrich,  Minnie  C,  '83,   (Washington) Ravenswood,  111. 

Emrich,  Roy  P.,  '01,   [Knox,  Naval  Acad.  at  Annapolis],  U.  S.  Navy 

Ennis  Louise,  '10,  [Knox] Galesburg 

Enochs,  Grace,  '01 Rockford,  111. 

Envall,  Mary,  '90 Music  teacher,  Galesburg 

Epperson,  Clyde  O.,  '00,  [Univ.  of  Colo.] Lawyer,  Denver,  Colo. 

Epperson,  Theo.  B.,  '06 Rio,  111. 

Eppsteiner,  Earl,  '99.. John  M.  Smyth  Co.,  mailing  house,  Chicago,  111. 

Eppsteiner,  M.  Addison,  '06 "Q"  office,  Galesburg 

Erickson,  Ernest,  '03 Died,  1903 

Erickson,  Frederick  D,  '02 Died,  1909 

Erickson,  Gertrude,  '09,  [Knox,  Chicago  Kindergarten] Galesburg 

Erickson,  Lambert,  '06. .  .Messenger,  Adams  Express,  Rock  Island.  111. 

Erickson,  Lillian,  '06,   [Knox] Galesburg 

Erickson,  Lillian,  '99,    (Leipsig) Galesburg 

Erickson,  Reuben,  '07,  [Knox,  Johns  Hopkins  University] ...  Galesburg 
Ericson,  H.  E.,  '98,  [Lombard,  U.  of  Chi.],  Teacher,  Milwaukee,  Wis. 

Ericson,  Josephine  L.,  '94,  [Lombard,  T.  S.] Teacher,  Galesburg 

Erlandson,  Elting,  '07,   [Brown's] W.  A.  Anderson,  Galesburg 

Ersfeld,  Ray,  '03 Trainman,  "Q,"  Galesburg 

Evans,  Pearl,  '01 Nurse,  St.  Luke's  Hospital,  Chicago,  111. 

Famulener,  Harley,  '08,  [Brown's] P.  T.  &  S.  Bank,  Saluda,  111. 

Famulener,  Ray,  '05 Draftsman,  Goodens,  Idaho 

Fargo,  Alida  E.,  '65,  (E.  P.  Bartlett),  [Knox] Avon,  111. 

Fechner,  Hazel,  '07 Died,  1909 

Felt,  Albert,  '96,  [Knox,  U.  of  Mich.] Lawyer,  Galesburg 

Felt,  Alice  Helen,  '09,  [Knox] Galesburg 

Felt,  Edward,  '09,  [Lombard] Farmer,  Galesburg 

Felt,   E.  W.,   '04,    [Knox,   Union  Theo.   Sem.],   Miss.,   Bombay,   India 
Felt,  Harley  V.,  '02 Farmer,  Monmouth 


300  GALESBURG   PUBLIC   SCHOOLS 

Felt,  Margaret,  '05,   [Knox] Galesburg 

Felt,  Walter,  '99 Farmer's  Mutual  Life  Insurance,  Galesburg 

Felt,  Winifred,  '06,  [Knox,  Lewis  Inst],  Y.  W.  C.  A.,  Minneapolis,  Minn. 

Fensterer,  Mary,  '01 Boss  Mfg.  Co.,  Galesburg 

Ferguson,  Alice  M.,  [Studying  music] Orion,  111. 

Ferguson,  Harriet  L.,  '04,  (H.  Hanlon) Galesburg 

Ferguson,  Harry  E.,  '02 Banker,  Orion,  111. 

Ferris,  Blanche,  '05,   (A.  J.  Terpening) Galesburg 

Ferris,  Ethel  Margaret,  '11,  [Brown's] Galesburg 

Ferris,  Ethel  Lorraine,  '00 Died,  1906 

Ferris,  Mamie,  '97,  [Lombard,  Brown's] Stenographer,  Chicago,  111. 

Ferris,  William  Mead,  '11,   [Knox] Galesburg 

Finch,  Nellie  E.,  '04,  (Warren) Monmouth,  111. 

Finlay,  Lauretta  E.,  '09,  [W.  111.  Nor.] Teacher,  Burlington,  la. 

Finlay,  Eva  L.,  '10,  [ W.  111.  Normal] Burlington,  la. 

Finlay,  Leonard,  '10,  [Lewis  Institute] ..  .Edison  Elec.  Co.,  Chicago,  111. 
Finlay,  Margaret,  M.,  '09,  [W.  111.  Nor.],  Teacher,  Douglas,  Galesburg 

Finney,  Maude  L.,  '97,   (Eckles) Chicago,  111. 

Fish,  Emma,  '07 Bookkeeper,  Boyer  Broom  Co.,  Galesburg 

Fitch,  Hazel,  '01 Stenographer,  Chicago,  111. 

Flagg,  Dottie  M.,  '04 Died,   1908 

Fleharty,  Bert,  '07 Mail  Clerk,  Galesburg 

Fleharty,  Geo.,  '01 Musician,  Boise,  Idaho 

Fleharty,  Grace,  '04,  [T.  S.] Teacher,  Lincoln  School,  Galesburg 

Fletcher,  Chas.  W.,  '87 Driver,  baggage  wagon,  Galesburg 

Fletcher,  George,  '99 S.  H.  Knox  &  Co.,  Galesburg 

Flynn,  Con  C.,  '04,  [Knox,  U.  of  111.] .  .Newspaper  reporter,  Galesburg 

Flynn,  Geo.  Wm.,  '98 Mail  carrier,  Galesburg 

Flynn,   Jas.  F,  '94,    [Phila.  Dental,   Chi.  Dental],   Dentist,   Galesburg 

Folger,  Geo.  '87 Died,  1891 

Folger,  Sarah  B.,  '87 Private  teacher,  Galesburg 

Forrey,  Lucile,  '01 Bookkeeper,   Galesburg 

Forsee,  Jennie  E.,  '02,  (Venard) Macomb,  111. 

Forstrom,  Myrtle  L.,  '11  Stenographer  Baird's  drug  store,  Galesburg 

Fortney,  Gertrude,  '99 Monmouth,   111. 

Foshay,  John,  '02,  [Brown's] Farmer,  London  Mills,  111. 

Fosher,  Paul,  '07 Traveling  salesman,  Chicago,  111. 

Foster,  Maud,  '08 Nurse,  Cottage  Hospital,  Galesburg 

Fowler,  Harry  C,  '04 Electrical  Eng.,  power  house,  Peoria,  111. 

Fowler,  Mae,  '08 Bookkeeper,  Larson  &  Hultgren,  Galesburg 

Frailey,  Eva,  '06 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

France,  Glenn,  '04,  [Mich.  Hort],  Overseer,  fruit  farm,  Marshall,  Mich. 

Franey,  Edith,  '06,   (Kennedy),   [Brown's] Chicago,  111. 

Franey,  Gladys,  K.,  '10.  .Dressmaker,  Kellogg,  Drake  &  Co.,  Galesburg 

Franklin,  Lucy,  '06 Farm,  Galesburg 

Fraser,  Eva,  '99,   (Lapham) Katy,  Tex. 

Fredericks,  Hilda  C.,  '10 Clerk,  Crandell's  Dept.  Store,  Galesburg 

Fredericks,  E.  Julia,  '97,  (Hallin),  [Knox  Conservatory],  Kewanee,  111. 

Freeburg,  George  A.,  '01 Mining  Engineer,  Denver,  Colo. 

Freeburg,  Gunnard,  C.,  '06 Farmer,  Malad  City,  Idaho 

Freed,  Clara  Nellie,  '00 Galesburg 

Freer,  Morton  C,,  '98,  Traveling  salesman,  Sykes  Belt  Co.,  Chicago,  111. 
Frey,  Charlotte,  '89 Galesburg 


HIGH  SCHOOL  ALUMNI.  301 

Frey,  Emma,  '91 Galesburg 

Friedland,  Karl,  '03 Dept.  of  Agriculture,  Ogden,  Utah 

Frisbie,  Orton  F.,  '01 Grain  dealer,  Foss,  Okla. 

Frisk,  Blenda,  '07,  [Brown's] Stenographer,  Physicians,  Galesburg 

Fritz,  William,  '05 Teacher,  Etherley,  111. 

Frymire,  Hardin,  '10,  [Eureka] Eureka,  111. 

Fuhrman,  Stella,  '05,  (Joe  Miller) Kewanee,  111. 

Fuller,  Emma,  '92,  (Edwards),  [Training  School] Died,  1910 

Fuller,  Mabel  B.,  '97,   [Train.  Wesley  Hos.],  Nurse,  Rochester,  Minn. 

Fuller,  Mary  E.,  '02 Teacher,  Kindergarten  Normal,  Galesburg 

Fuller,  Stancliffe,  '92,,  [Knox] Postal  clerk,  "Q,"  La  Grange,  111. 

Fuller,  Walter  E.,  '95 Died,  March,  1895 

Futhey,  Myrtle,  '99,  (H.  Gillett) Died,  1908 

Gabrielson,  Erwin,  '09,  [Brown's],  Master  Mech.  office,  "Q"  Galesburg 
Gabrielson,  Katherine  M.,  '10,   [Brown's],  Title  &  Abs.  Co.,  Galesburg 

Gabrielson,  Mabel  G.,  '06 Stenographer,  A.  J.  Perry,  Galesburg 

Gale,  Alice  C,  '98,  (Wallace),  [Knox] Galesburg 

Gale,  Caroline,  '98,  (Harder),  [Pratt  Institute] Washington,  D.  C. 

Gallagher,  Margaret  C.,  '09,  [Lombard] Galesburg 

Galpin,  Stella,  '07,  [Knox] Asst.  Branch  Librarian,  Galesburg 

Gardner,  Mima,  '98,  (Bruington) Monmouth,  111. 

Gardt,  C.  H.,  '02,  [Knox,  Brown's,  St.  John's  Mil.],  Cigars,  Galesburg 

Garret,  Gracie,  79 Died  

Garrity,  Irene, '04,    [Knox,  Col  School  of  Exp.],  N.  W.  U.  Set.,  Chicago 

Garrity,  Mable,  '91,  (Gillam) Las  Vegas,  N.  Mex. 

Gash,  Gracia  E.,  '98 Died  1903 

Gash,  Til  ford,  '08 Teacher,  private  school,  Galesburg 

Gastren,  Mae,  '98 Los  Angeles,  Cal. 

Gates,  Mabel  V.,  '06,   (Spencer) Galesburg 

Gates,  Vernon,  '08,   [Knox,  Brown's] Galesburg 

Gaumer,  Clara  E.,  '02,  [Brown's],  Sten.,  W.  H.  Miner  Co.,  Chavy.  N.  Y. 

Gaumer,  Mildred,  '07,  [T.  S.] Teacher,  Farnham  School,  Galesburg 

Gay,  Loraine,  '95,   (McCandless),  [Knox] Oklahoma  City,  Okla. 

Gebhart,  Harry,  '05,   [Knox,  Ann  Arbor  Medical],  Ann  Arbor,  Mich. 

Gebhart,  Erminie,  '07,   [Brown's] Galesburg 

Gebhart,  Mayme,  '06,   (Eyhusen),   [Brown's] Galesburg 

Geer,  Cora,  '91 Galesburg 

Geer,  Minnie,  '85,  (Stofft) Galesburg 

Gehring,  Earl  R.,  '09,  [Brown's] Galesburg 

Gehring,  Webster,  '10,  [Brown's] Galesburg 

Gent,  Gertrude  J.,  '98,   (Almondinger) Burlington,  la. 

Gentry,  Adda,  '90,  (George),  [Knox,  Studied  in  Germany],  Milwaukee 

Gentry,  Beryl,  '06 Clerk,  Gentry  Grocery  Store,  Galesburg 

Gentry,  Simeon,  '98 Farmer,  Galesburg 

Gettemy,  Chas.  F.,  '85,  [Knox],  Bureau  of  Statistics,  Dorchester,  Mass. 
Gibson,  William,  '07. 

Giddings,  Lydia,  '99,  (Gustafson) Galesburg 

Gilbert,  John  D.,  '05 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Gilbert,  Helen,  '03 Dressmaker,  Galesburg 

Gilbert,  Ruth,  '07 .Central  Union  Telephone  Co.,  Galesburg 

Gilfillan,  Amber,  '05 Musician,  Denver,  Colo. 

Gillespie,  Ednah,  '04,  (Sanders) Rock  Island,  111. 

Gillis,  Myra,  '01,    (Gammage),   [Simmons,  Jeff.  Park  Hosp.],  Chicago 


302  GALESBURG   PUBLIC    SCHOOLS 

Goddard,  James  R.,  '02 Clerk,  Orion,  111. 

Goddard,  Jessie,  '96,  (Gustafson),  [Knox] Orion,  111. 

Goettler,  Clara  B.,  '09 Galesburg 

Goff,  Roy,  '09,  [Lombard] Galesburg 

Goldquist,  Carrie  C,  78,   (Luckey) Galesburg 

Goldquist,  Frank,  '07 Canton,  111. 

Goldsmith,  Arthur,  '91 Stationer,  Galesburg 

Goldsmith,  Grace,  '84,  [Kind.  Nor.],  Teacher,  Hitchcock  Sc.  Galesburg 

Golliday,  Gail  H.,  '04,  [Lombard] Galesburg 

Golliday,  Theo.,  '03,  [Lombard,  U.  of  C.] . . .  .Teacher,  High,  Galesburg 

Goodsill,  Inez,  '05,  [Knox  Conser.] Teacher,  Avon  High,  Galesburg 

Goodsill,  M.  Max,  '08,   [Knox] Galesburg 

Graham,  Leroy,  '98,  [Brown's] Died,  1910 

Graham,  Margaret,  '98,  (West) Denver,  Colo. 

Graham,  Martha,  '98,   (Aldrich) Galesburg 

Graham,  Merle,  '04,   (Robbins) Yates  City,  111. 

Graham,  Nellie,  '05,  [Knox  Conservatory] Galesburg 

Granat,  Lorenzo  A.,  '11.  Bookkeeper,  Swanson's  meat  market,  Galesburg 

Greene,  Edith,  '03,  (Orcutt),  [Knox] Arcola,  111. 

Greene,  Frank  Y.,  '85 Weinberg  Bros.,  Galesburg 

Greene,  Lena  M.,  '02 Galesburg 

Greene,  Lucy,  '91,  (Howard) Peoria,  111. 

Greene,  Mabel,  '05,  ( Willey) Greensburg,  Kan. 

Green,  Pearl,  '08 Teacher,  Ford  School,  Galesburg 

Greenwood,  Valoise,  '05,   ( Pierce) Newton,  Kan. 

Greenwood,  Zelma  H.,  '02,  (Alexander) Columbia,  Mo. 

Gregg,  Clarence  A.,  '04,  [U.  of  111.] Farmer,  Galesburg 

Gregg,  Lee,  '04,  [U.  of  111.,  Brown's] Farmer,  Galesburg 

Grey,  Clara,  '95,  [Knox] Kansas  City,  Kan. 

Griffin,  Earl,  '95,  Genl  offices,  Armour  Fertilizer  Works,  Chicago.  111. 

Griffith,  Harry  H.,  '97 Grocer,  Galesburg 

Griffith,  Lyle,  '08,    [Brown's],   Stenog.,  O.  T.  Johnson  Co.,   Galesburg 

Gripp,  Hanna,  '01,  (Barnett) Rock  Island,  111. 

Grubb,  Don,  '01 West  Drug  Co.,  Galesburg 

Grubb,  Rob  Roy,  '98 Fireman  "Q,"  Galesburg 

Gudgell,  Gladys  M.,  '11,  [Brown's] Galesburg 

Gudgell,  John  D.,  '10 Rail  clerk,  T  Rail  Mill,  "Q"  Galesburg 

Guenther,  Amelia,  '09 Clerk,  Bondi  Bros.,  Galesburg 

Guenther,  Rosa  M.,  '03,  Stenographer,  Portland  Cement  Co.,  Chicago 

Gum,  Edwin  J.,  '11,   [Brown's] Galesburg 

Gumbiner,  Florence,  '09,   [Knox] Galesburg 

Gumbiner,  Sadie,  '04,   [T.  S.,  W.  I.  N.],  Teacher,  Weston,  Galesburg 

Gumore,  Adelbert,  '91 Died,   1897 

Gustafson,  Leonard  A.,  '01 Teacher,  Business  College,  Peoria,  111. 

Haggenjos,  Mabel,  '05,  (Bert  Weingartner) Galesburg 

Haggenjos,  John,  '08 Stenographer,  Cline  &  Shaw,  Galesburg 

Haggenjos,  Virginia,  '07,  (J.  G.  Bragg) Glisson  School,  Galesburg 

Hagrelius,  Judith  C,  '02,  [Brown's] Died,  1909 

Hagstrom,  Erne  C,  '00 Died,  1906 

Hagstrom,  Ethel  E.,  '06 Stenographer,  Los  Angeles,  Cal. 

Hagstrom,  Lillie,  '00,    (Tanner) Galesburg 

Hagstrom,  Ray  A.,  '10 Clerk,  J.  A.  Peterson  Grocery,  Galesburg 

Hagstrom,  Winnie  A.,  '04 Portland,  Ore. 


HIGH  SCHOOL  ALUMNI.  303 

Hague,  Faith,  '11,  [Knox] Galesburg 

Hague,  Lee  Anna,  '07,  [Knox] Galesburg 

Hague,  Wm.  B.,  Rev.  '65,  [Knox] Clergyman,  Gorham,  Me. 

Hahn,  Anneta  C,  '02 .Office,  Dr.  Schlegel,  Galesburg 

Hahn,  Lillie,  '01 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Haight,  Clarence,  '03 Grocer,  Galesburg 

Haight,  George  C.,  '04 Grocer,  Galesburg 

Hale,  Charles,  '08 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Hale,  Justin  Carlton,  '10,  [Knox] Galesburg 

Hales,  Ralph,  '03,  [U.  of  111.] Principal,  High  School,  Minden,  la. 

Hales,  Reed,  '03,  [U.  of  111.] Grain  dealer,  Longview,  111. 

Hall,  Geneva,  '98,   (Vaux) Shattuck,  Okla. 

Hall,  Mary  V,  '02 Galesburg 

Hall,  Myrtle,  '00,  (Curtis) Grant  Park,  111. 

Hall,  Ward,  '03,  [U.  of  111.,  Drake,  Eureka],  Minister,  Livingston,  Tenn. 

Halladay,  Glennetta,  '04,   (Tracey) Oneida,  111. 

Halladay,  Herschell  Herman,  '09,  [Knox] Galesburg 

Halper,  Samuel  C.,  '11,  [U.  of  Chicago] Chicago 

Hamblin,  Henry,  '99,  [Bradley  Horolog.],  Jeweler  and  Eng.,  Galesburg 

Hamblin,  Marie,  '95 Died,  1904 

Hamblin,  Minnie,  '95 Galesburg 

Hamilton,  Samuel,  '96 Owner,  fruit  ranch,  Lordsburg,  Cal. 

Hammerstrom,  Albert  B.,  '02 Reporter,  Los  Angeles,  Cal. 

Hammond,  Belle,  '91,  (Fox),  [T.  S.,  Normal  School],  Los  Angeles,  Cal. 

Hammond,  J.  Jay,  '93,  [Knox,  Chicago  Dental] Dentist,  Galesburg 

Hammond,  Martha,  '86.  .Bookkeeper,  J.  T.  Johnson  Grocery,  Galesburg 
Hanawalt,  Emma,  '07,   [Valparaiso] ..  .Sten.  and  bookkeeper,  Chicago 

Hane,  Laura,  '06,    (Tobias) Malianta,  Ohio 

Hane,  Worthington,  '10 .Gas  office,  Galesburg 

Hanks,  Mabel  C,  '02 ....  Clerk,  dry  goods  store,  North  Yakima,  Wash. 

Hanna,  Abby,  '01,   (Kyle),  [Knox  Conservatory] Ardmore,  Okla. 

Hanna,  Ruth,  '02,  [Knox] ..  .Secretary,  Y.  W.  C.  A.,  Milwaukee,  Wis. 

Hanna,  Vera  Louise,  '09,  (Young) Galesburg 

Hannaman,  Agnes,  '00,   (Thormahlen) Island  of  Guam 

Hannaman,  Geo.  Leon,  '98,  [Knox],  With  U.  S.  Gov.,  Seattle,  Wash. 

Hanson,  Percy,  '07 Bookkeeper,  Armour  Co.,  Galesburg 

Hardine,  Emily,  '99,  (Hailing) Chicago,  111. 

Harper,  Adah  E.,  '94,   (A.  L.  Harper) Galesburg 

Harris,  Fred,  '96 Draftsman,  St.  Louis  Const.  Co.,  St.  Louis,  Mo. 

Harris,  Lillian,  '99,  (Kinsloe) Nurse,  Galesburg 

Harris,  Nina  A.,  '94,  (Jas.  B.  Wade),  [Lombard,  T.  S.] Galesburg 

Harrison,  Florence  A.,  '10 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Harshbarger,  Alice,  '98,  (Henderson),  [Training  S.] ..  .Springfield,  111. 

Harshbarger,  Belle  L.,  '04 Teacher,  Springfield,  111. 

Harshbarger,  Royal,  '06 Teacher,  High  School,  Des  Moines,  la. 

Hartman,  Maude,  '99,  (Dunlap) Galesburg 

Hartzell,  Helen,  '11,  [Brown's] Monmouth,  111. 

Harvey,  Barbara  Alice,  '10,  [Normal] Barry,  111. 

Harvey,  Clemens  Leroy,  '11,  [Lombard] Galesburg 

Harvey,  Mabel,  '01,   (Star) Cicero,  Ind. 

Hastings,  Ray  S.,  '00 "Q"  Ticket  Dept,  Chicago,  111. 

Hawkins,  Lulu,  '91,  (Brown) S.  Minneapolis,  Minn. 

Hawkinson,  Anna,  '96 Nurse,  St.  Luke's  Hospital,  Chicago,  111. 


304  GALESBURG   PUBLIC    SCHOOLS 

Hawkinson,  Blanch  Lillian,  '09,  [Knox  Conservatory] Galesburg 

Hawkinson,  Henry  R,  '09,  [Brown's] ..  .Stenographer,  "Q,"  Galesburg 

Hawkinson,  Hilda,  '85,  (Nord) Died,  1891 

Hawkinson,  Hilma,  '01 Teacher,  High  School,  Orion,  Iowa 

Hawkinson,  Minnie,  '91 Galesburg 

Hawkinson,  Newton  Hiram,  '11,  [Brown's] Galesburg 

Hawley,  Mary,  '95,  (B.  M.  Rohrhough),  [Knox] Spokane,  Wash. 

Hayes,  Hary  Montgomery,  '11,  [Knox  Conservatory] Galesburg 

Hazen,  Con,  '07,  [U.  of  111.] Farmer,  Galesburg 

Hazen,  Mae,  '10,  [Knox] Galesburg 

Hazlett,  Frederick  R.,  '97 Insurance,  Galesburg 

Hazzard,  Lizzie,  '91,  (Fuller) Died,  1908 

Hazzard,  Luthera,  '00,   ( Woodmansee) Galesburg 

Heath,  Lena,  '89,  (Wood),  [Training  School] Galesburg 

Hecker,  Laura,  '93,   (Runkle) Englewood,  111. 

Hedberg,  Fannie,  '81 Teacher,  Weston  School,  Galesburg 

Hedding,  Clara,  '06,  (John  Stuckey) Abingdon,  111. 

Hedell,  Ella,  '91,  (Neilson) Died,  

Hedendahl,  Ed.,  '81 Died,  1901 

Heimburger,  Lura  D.,  '06 Teacher,  Dahinda,  111. 

Henderson,  Earl,  '05 Automobiles,  Yokama,  Wash. 

Henderson,  Laura,  '06,  [Brown's] Monmouth,  111. 

Henderson,  Merrill  S.,  '04 Ranchman,  Weizi,  Idaho 

Henderson,  Wilson  H.,  '00,  [U.  of  111.],  Manual  Trng.,  Springfield,  111. 

Henry,  Guy  H.,  '06 Bill  clerk,  "Q"  humps,  Galesburg 

Henry,  Stella,  '05,   (Herbert  Augerson) Aledo,  111. 

Hendricks,  Olivia,  '67 Died,  1869 

Hendrix,  Clyde  W.,  '06...Asst.  Cashier,  "Q"  freight  house,  Galesburg 

Hertig,  Elizabeth,  '06,  [U.  of  111.] Columbia,  Mo. 

Hewitt,  Jennie  A.,  '79,  (Inness) Galesburg 

Hibbard,  Chester,  '08 Coulter  Disc  Works,  Galesburg 

Hibbard,  Iris  M.,  '03,  [Knox,  U.  of  Wis.] ...  .Teacher,  Hayward,  Wis. 

Hibbard,  Junie  M.,  '03 Galesburg 

Hickey,  John  P., '79 Died, 

Higgins,  Paul,  '02 Clerk,  City  Hall,  Galesburg 

Highland,  Alfred,  '05 Terry  Lumber  Co.,  Galesburg 

Highlander,  Clarence,  '06,  [Brown's],  Bookkeeper,  1st  Natl,  Galesburg 

Highlander,  Irwin,  '10 Office,  "Q"  storehouse,  Galesburg 

Hill,  Amy  Gladys,  '09 Nurse,  Cottage  Hospital,  Galesburg 

Hill,  Anna  L.,  '98,   (Ward) Tacoma,  Wash 

Hill,  Edna,  '02,  (Doran) Teacher,  Washington  Add.,  Galesburg 

Hill,  Harold,  '05,  [Univ.  of  New  Mex.] Alberquerque,  N.  Mex. 

Hillgren,  Otilia  Nettie,  '09 Clerk,  G.  W.  Marks,  Galeseburg 

Hillman,  Mildred  L.,  '10 Teacher,  White  Lake,  S.  Dak. 

Hinchliff,  Everett,  '99,  [Knox] Lumber  dealer,  Galesburg 

Hinchliff,  Grace,  '05,  [Knox,  Columbia  Univ.] New  York,  N.  Y. 

Hinchliff,  Lulu,  '02,   (Ingersoll),   [Knox,  Knox  Con.] Galesburg 

Hinchliff,  Vera,  '08,  [Knox  Con.,  Rockford  Con.] Rio,  111. 

Hinchliff,  Ray,  '03,  [Knox] Hinchliff  Lumber  Co.,  Galesburg 

Hinckley,  Arthur  E.,  '87 Farmer,  Galesburg 

Hinman,  Jennie,  '08,  (Carl  Johnson) Galesburg 

Hinman,  Stanley,  '11,  [Brown's] Galesburg 

Hippert,  Flo,  '95,  (Lowell),  [Knox] Fargo,  N.  Dak. 


HIGH  SCHOOL  ALUMNI.  305 

Hobbs,  Grace  Kirk,  '97,  (Culver) Galesburg 

Hoffheimer,  George,  '91,  [Knox] Lawyer,  Clarksburg,  W.  Va. 

Hoffheimer,  Hattie,  '93 Clarksburg,  W.  Va. 

Hoffheimer,  Leon,  '95,  [Knox] Davenport,  la. 

Hoffman,  Grace,  '86,  [Knox] Supt.,  Free  Kindergarten,  Galesburg 

Hogan,  Alice,  '91,   (Ogden) Galesburg 

Hogan,  Nina,  '95,  (Varney) Mukwanago,  Wis. 

Holcomb,  Alma,  '01 Stenographer,  Galesburg 

Holcomb,  Fannie  F.,  '64,  (Regnier),  [Knox] Galesburg 

Holcomb,  Frank,  '98..  .Bookkeeper,  A.  W.  Miles  Co.,  Livingston,  Mont. 

Holcomb,  Hattie  P.,  79 ...Died,  1905 

Holcomb,  Jennie  C,  '63,  (Field),  [Knox] Died,  1886 

Holcomb,  Olga,  '04. 

Holliday,  Evelyn,  '06,  (E.  R.  Bridge),  [Knox,  Wells] Galesburg 

Hollis,  Jennie,  '88,  (A.  E.  Hinckley) Died,  1900 

Hollis,  Mamie  L.,  '90,   (Kimbrough) Uniontown,  Pa. 

Hollis,  Oscar  J.,  '90 Swift  Packing  Company,  Chicago,  111. 

Holmberg,  Alma  L.,  '10,  [Brown's],  Sten.,  Gales.  Piano  Co.,  Galesburg 

Holmberg,  Hattie,  '99 Treasury  Dept.,  Washington,  D.  C. 

Holmes,  Alice  C,  '04,  (F.  C.  Miller) Galesburg 

Holmes,  Bertha,  '99 Galesburg 

Holmes,  Blanche,  '01,  [T.  S.] Teacher,  Cooke  School,  Galesburg 

Holmes,  Carl,  '03,  [Swedish  Theol.  Sem.] .  ..Minister,  Winthrop,  Minn. 
Holmes,  Earl,  '96,  [Knox,  Brown's] ..  ..Farmer,  North  Henderson,  111. 

Holmes,  Frances  Louise,  '00,  [Knox] Librarian,  Portland,  Ore 

Holmes,  Grunnard  A.,  '04 C.  B.  &  Q.,  Burlington,  la. 

Holmes,  Horace  M.,  '01,  [Knox,  U.  of  Wis.]. Civil  Eng.,  Seattle,  Wash. 

Holmes,  Lillie,  '83,   (Hartman) , Austin,  Minn. 

Holmes,  Lulu,  '99,  (Vandewater) Arden,  Wash. 

Holmes,  Margaret,  '06,  [Knox] Teacher,  Nome,  Alaska 

Holmes,  Mertie,  '07,   [Knox] Galesburg 

Holmes,  Minnie  L.,  '83 Assistant  County  Clerk,  Galesburg 

Holt,  Nettie  K.,  '79,   (Patterson) Galesburg 

Hood,  Clifford  F.,  '11,  [U.  of  111.] Cameron,  111. 

Hoover,  Alice,  '00 Galesburg 

Hoover,  Anna  F.,  '97,  (Sutherland),  [Western  111.  Nor.],  Dahinda,  111. 

Hoover,  Edwin  E.,  77 Died,  1903 

Hopkins,   Colonel   C.,  '97,    [Knox,  Ann  Arbor],  Teamster,   Galesburg 

Hopkins,  Ida  L.,  '04 Chicago,  111. 

Hopkins,  Leafy,  '90,  (Henry  Kersting) Died,  1907 

Hopps,  Gertrude  E.,  '11,  [Lombard] Galesburg 

Homey,  Alta,  '00 Cameron,  111. 

Horrell,  Dale,  '03,  [Knox],  Dist.  Mgr.,  Equit.  Life  Ins.  Co.,  Galesburg 

Horton,  Clara  O.,  78 Teacher,  Hitchcock  School,  Galesburg 

Hotaling,  Nettie,  '95,   (Maupin) Woodburn,  Ore. 

Houlding,  Carrie  E.,  '81,  (Bailey) Caracas,  Venezuela 

Housel,  Ethel,  '01,  (Sidney  Ulf elder) Mexico  City,  Mexico 

Housel,  Lloyd,  '95,  [Knox] Draftsman,  Washington,  D.  C. 

Housel,  Maree,  '06 Galesburg 

Housel,  Ralph  B.,  '04,  [Brown's] Farmer,  Rosetown,  Sask..  Can. 

Houston,  Florence,  '03 Rochelle,  111. 

Hovey,  Margaret,  '06. .  .Stenographer,  Marshall  Field  Co.,  Austin,  111. 
Howe,  Harold  James,  '10,  [Knox,  Univ.  of  Mo.] Galesburg 


306  GALESBURG   PUBLIC    SCHOOLS 

Howe,  Minnie,  '07,  [Wesley  School],  Supt.  Hosp.,  Oklahoma,  City,  Okla. 

Howland,  Harriette,  '89,  (Abbott),  [Brown's] Oil  City,  Pa. 

Hoyer,  Harold  A.,  '11,   [Knox  Conservatory] Galesburg 

Hoyer,  Myrtle  F.,  '09,  [Knox  Con.] Music  teacher,  Galesburg 

Hoyle,  Mary  D.,  '63,  [Knox] Julius  Bauer  &  Co.,  Chicago,  111. 

Hulbert,  James,  '07,  [Knox] 

Hulse,  Louisa  K,  '82,  (Dye) Ault,  Colo. 

Hultgren,  Ernest  W.,  '10...Trav.  salesman,  Gross  Mfg.  Co.,  Galesburg 
Humphrey,  Wayne,  '06,  [Knox],  U.  S.  Dist.  Court  Sten.,  Enid,  Okla. 
Hunt,  May/79,  (Botruff),  [Kind.  Nor.,  Chau.  Circle],  Ann  Arbor,  Mich. 

Hunter,  Winnie,  '90,  (Duncan) Dubuque,  la. 

Hurlbutt,  Julia  W.,  '04,   (R.  A.  Young) Chicago,  111. 

Hurley,  Ralph,  '10 Farmer,  Cameron,  111. 

Hurst,  Harriet,  '99 Office,  Reid,  Murdock  Co.,  Chicago,  111. 

Ingersoll,  Harold,  '06 Farmer,  Montana,  Galesburg 

Inness,  Dora,  '01,  (H.  R.  Stanford),  [U.  of  111.] Chatsworth,  111. 

Inness,  John,  '99 Farmer,  Regina,  Sask.,  Can. 

Inness,  Mabel  L.,  '04,  [Knox] Galesburg 

Inness,  Ruth,  '01 Galesburg 

Irwin,  Florence,  '06,   [Knox,  T.  S.],  Teacher,  High  School,  Galesburg 

Irwin,  Keith,  '99,   [Knox] Teacher,  High  School,  St.  Louis,  Mo. 

Isaacson,  Almeda,  '01,   (C.  J.  Moburg) Galesburg 

Ives,  Haroldine,  '07,  (Con  Hazen),  [Knox] Galesburg 

Jack,   Sina,  '99 Died,  - 

Jacobi,  Fred,  79 Jacobi  Bros.  &  Mack,  Galesburg 

Jacobi,  Ruth  Helene,  '10,  [Lombard,  St.  Mary's] Galesburg 

Jacobs,  Annie  L.,  '93,   (Brown) Died,  1895 

Jacobson,  Alex,  '03,  [Augustana] Teacher,  Minneapolis,  Minn. 

Jacobson,  Karl,  '08 Died,   1909 

Jagger,  Allie  B.,  '02,  (Carl  Snyder) Orion,  111. 

Jagger,  Bessie,  '00,   (Geo.  Westf all) Galesburg 

Jagger,  Lee  F.,  '06 McCook,  Neb. 

Jagger,  Rose  E.,  '94,   (Harry  Richmond) Quincy,  111. 

Jagger,  Ruth,  '07,   (White) St.  Augustine,  111. 

James,  Earle  W.,  '02,  [Knox] Hardware  store,  Denver,  Colo. 

James,  Vera  Louise,  '09 Bell  long  distance  operator,  Galesburg 

James,  Zell,  '06 Denver,  Colo. 

Jarnagin,  Helen  Esther,  '10 Teacher,  Dunlap  School,  Galesburg 

Jeffrey,  Belle  M.,  '86 Secretary,  Y.  W.  C.  A.,  Minneapolis,  Minn. 

Jeffreys,  Walter  E.,  '02 Surveyor,  Chicago,  111. 

Jempson,  Lida,  '88 Died,  1892 

Jenkins,  Harriett,  '01 Milliner,  Galesburg 

Jenkins,  Julia  May,  '97 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Jennings,  Hazel  E.,  '03 Bookkeeper,  Bargain  store,  Galesburg 

Jerauld,  John,  '80 Died,   1897 

Jerauld,  Nora  B.,  '97,  (Gardner) Washington,  D.  C. 

Johns,  Adelia  P.,  '94,  [Quincy  Business] ...  Sten.,  Ravenswood,  Chicago 

Johns,  Lena,  '92 Quincy,  111. 

Johnson,  A  Matthew,  '01 Galesburg  National  Bank,  Galesburg 

Johnson,  Abbie,  '06,  (Alters) Galesburg 

Johnson,  Addie  A.,  '03 Gary,  Ind. 

Johnson,  Alice  A.,  '03,  [Knox] Galesburg 

Johnson,  Anna  B.,  '94,   (Edwards),   [Normal  School] .  .Houston,  Tex. 


HIGH  SCHOOL  ALUMNI.  307 

Johnson,  Arthur  William,  '11 G.  W.  Marks,  Galesburg 

Johnson,  Arville  S.,  '82,  (Larson) Galesburg 

Johnson,  Blenda  A.,  '97,  (Johnson) Galesburg 

Johnson,  Chas.,  '87 Auditor,  "Q,"  Chicago,  111. 

Johnson,  Charles  Henry,  '09 Clerk,  Arlington  Hotel,  Galesburg 

Johnson,  Clarence,  '03 Carpenter,  Galesburg 

Johnson,  Clarence,  '10,  [Brown's,  Knox  Con.],  Stenographer,  Galesburg 

Johnson,  Clarence  H.,  '98,  [Knox] B.  &  O.  R.  R.,  Gaston,  W.  Va. 

Johnson,  Devere  Lewis,  '11 J.  E.  Anderson  Co.,  Galesburg 

Johnson,  Bonn  Vie,  '93 Galesburg 

Johnson,  Edith  A.,  '11 S.  H.  Knox  &  Co.,  Galesburg 

Johnson,  Edith  M.,  '08 Boss  Mfg.  Co.,  Galesburg 

Johnson,  Edith  S.,  '08 Typist,  Galesburg  Piano  Co.,  Galesburg 

Johnson,  Edna  Camren,  '97 Died,  

Johnson,  Edna  M.,  '09 .Galesburg 

Johnson,  Effie,  '99 Missouri 

Johnson,  Ella,  '85,   (Craft) Elgin,  111. 

Johnson,  Estelle  Harriett,  '00 Telephone  office,  Galesburg 

Johnson,  Ethel,  '04 Milliner,  Highlander,  Faulks  &  Co.,  Galesburg 

Johnson,  Ethel  J.,  '08 San  Francisco,  Cal. 

Johnson,  Eva  O.,  '06 Galesburg 

Johnson,  Frances  Evangeline,  '10,  [Knox] Galesburg 

Johnson,   Fred,  '90 Galesburg 

Johnson,  Grace,  '00,   (Nelson) St.  Joseph,  Mo. 

Johnson,  Harry  W.,  '10 Apprentice,  butcher  shop,  Galesburg 

Johnson,  L.  P.,  '10,  [Brown's] Timekeeper,  Home  Station,  Ariz. 

Johnson,  Lawrence,  '00 Teller,  Bank  of  Galesburg,  Galesburg 

Johnson,  Lillian,  '89 Office,  L.  W.  Sanborn,  Galesburg 

Johnson,  Lillian,  '07 Bookkeeper,  Drs.  Horrell  &  Smith,  Galesburg 

Johnson,  Lloyd,  '99 Asst.  chief  dispatcher,  "Q,"  Galesburg 

Johnson,  Louise,  '05 Stenographer,  W.  C  Frank,  Galesburg 

Johnson,  Mabel,  '05 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Johnson,  Mabel  M.,  '04 Milliner,  Galesburg 

Johnson,  Mabelle  J.,  '08 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Johnson,   Manny  S.,  '10,   Collector,  Gales.  Union  Tel.  Co.,  Galesburg 
Johnson,  Nellie  '94,  (Smith),  [Knox],  Teacher,  Knox  Con.,  Galesburg 

Johnson,  Robt,  '07,   [Knox,  Wis.  Univ.] Galesburg 

Johnson,  Roscoe  E.,  '11,   [Eureka] Eureka,  111. 

Johnson,  Roy,  '06 "Q"  fireman,  Galesburg 

Johnson,  Victor  E.,  '09 Driver,  J.  C.  Peterson  Grocery,  Galesburg 

Johnston,  Bessie  M.,  '82,  [Knox] Teacher,  Springfield,  S.  Dak. 

Johnston,  Leslie,  '99,  [Knox,  Brown's].. P.  O.  Dept,  Washington,  D.  C. 

Johnston,  Winifred  L.,  '04,  [Knox  Conservatory] Galesburg 

Johnston,  Florence  Grace,  '10 St.  Louis,  Mo. 

Jones,  Hyla,  '04,   (Stephenson) Musical  artist,  Bloomington,  111. 

Jones,  Mae  E.,  '98,   (Chinn) Galesburg 

Jones,  Phyllis  Rose,  '09,  [Lombard] Stenographer,  "Q,"  Galesburg 

Jones,  Stella,  '96 Died,  1910 

Jordan,  Clarence,  '10,   [Knox] Galesburg 

Jordan,  Helen,  '04,    [Knox] Galesburg 

Jordan,  Henrietta  L.,  '09,  [Knox  Conservatory] Galesburg 

Jordan,  Jesse,  '07,  [Knox] Farmer,  Bentonville,  Ark. 

Jordon,  Lawrence,  '02,  [Knox,  U.  of  Idaho] Moscow,  Idaho 


308  GALESBURG   PUBLIC   SCHOOLS 

Judson,  Wm.  W.,  '09,  [Knox,  Dartmouth]. .  .Civ.  Eng.,  Portland,  Ore. 

Junk,  Albertus,  '09 Farmer,  Rio,  111. 

Junk,  LaVonne,  '10,  [Knox  Conservatory] Rio,  111. 

Kastlin,  John,  '03 Symonds  Wholesale  Hdw.  Co.,  St.  Louis,  Mo. 

Kastlin,  Katherine  E.,  '02 Davenport,  la. 

Kays,  Isabel,  '09,   (Castle) Rockford,  111. 

Kearney,  Thomas,  Rev.  Father,  79 Priest,  Huntley,  111. 

Kee,  Emma,  '00 Chicago,  111. 

Keefe,  Anastasia,  '01 Teacher,  High  School,  Loveland,  Colo. 

Keefe,  Ita,  '00,  (F.  H.  Kevlin) Chicago,  111. 

Keefe,  Regina,  '06 Galesburg 

Keeling,  Lola,  '08 Clerk,  Bondi  Bros.,  Galesburg 

Keenan,  Bertha,  '07,   (Irvin) Galesburg 

Keenan,  Bessie,  '99,  (Robinson) Galesburg 

Kelley,  Carrie,  '99,  (Hicks) Pasadena,  Cal. 

Kelley,  Orrie,  '05 R.  R.  fireman,  San  Barnadino,  Cal. 

Kelsey,  Vera  Park,  '09,  [Lombard] Galesburg 

Kenan,  Beth,  '10 Teacher,  Clay  School,  Galesburg 

Kenan,  Royal,  '00 Cameron,  111. 

Kennedy,  Edna  M.,  '03,  (Hofflund) Galesburg 

Kent,  Richard  J.,  '06 W.  A.  Jordan  Grocery  Co.,  Galesburg 

Keough,  Anna  E.,  '06,  ( Samuel  Sharp) Galesburg 

Kern,  Mabelle  J.,  '98,  (Regnas) Oak  Park,  111. 

King,  Nellie  S.,  '05 Time  keeper,  Ville  de  Paris,  Los  Angeles,  Cal. 

Kidder,  Clytia,  '01,   (Forsee) Galesburg 

Kiernan,  Ruth,  '11 Galesburg 

Kimball,  Dan,  '97,  [Knox],  Trav.  salesman,  Lumber  Co.,  Rockford,  111. 

Kimler,  Otis  C,  '10,  [Brown's] Clerk,  Freight  office,  Galesburg 

Kimpton,  Harriet  E.,  '98,  [Knox  Con.],  Teacher,  St.  Mary's,  Knoxville 

Kimpton,  Ruth,  '10 Dressmaker,  Kellogg,  Drake  &  Co.,  Galesburg 

Kingan,  Flora  C.,  '82,  (Brown) Died,  1889 

King,  Edward  J.,  '86,  [Knox] Rep.  in  State  Legislature,  Galesburg 

King,  Elizabeth,  '06,  (C.  C.  Heller) ..  .Teacher,  Dahinda,  111.,  Galesburg 

King,  Grace  B.,  '07 Principal,  Dahinda,   (111.)  Schools,  Galesburg 

Kinnear,   Ethel,  '99,    (Battell) Galesburg 

Kinney,  Carlotta,  '10 Teacher,  Heller  School,  Galesburg 

Kinney,  Russel  M.,  '11 Galesburg 

Kistler,   Mabel,  '04,    (Shaner) Galesburg 

Kistler,  Mae,  '99,  (Rundle) Galesburg 

Knight,  Edith  L.,  '98,  [T.  S.,  Kind.  Nor.],  Teacher,  Lincoln,  Galesburg 

Knight,  Mamie,  '88 Charleston,  111. 

Kobel,  Estelle,  '97,  [T.  S.,  Knox  Con.],  Y.  W.  C.  A.,  Minneapolis,  Minn, 

Kopp,  Anna  C,  '94,  [Knox  Con.] Bookkeeper,  Williamsport,  Pa. 

Kopp,  Will  H.,  '97 Head  machinist,  Frost's  Mfg.  Co.,  Galesburg 

Kornwebel,  Augusta,  '08,  [Knox  Con.] Teacher,  Los  Angeles,  Cal. 

Krabbe,  Henrietta  A.,  '09 Milliner,  Baldwin  Hat  Shop,  Galesburg 

Kraft,  Ellen  Theressa,  '02. .  .Stenographer,  C  A.  Webster,  Galesburg 

Kysor,  Loela  Gaston,  '11,  [W.  111.  Nor.] Gibson,  Mich. 

Lafferty,  Frances,  '03 Lafferty,  Mfg.  Co.,  Galesburg 

Lagergren,  Frances  Elizabeth,  '09 Galesburg 

Lagergren,  Mary  A.,  '03,   (Lemuel  Cole) Williamsfield,  111. 

Laird,  John  A.,  79,  [Wash.  U.] Holman  &  Laird,  St.  Louis,  Mo. 

Laird,  Nettie  F.,  79,  (Mack) El  Dorado  Springs,  Mo. 


HIGH  SCHOOL  ALUMNI.  309 

Lambart,  Etta,  '84,  (Callahan) Gilson,  111. 

Lamoreaux,  Edith,  '96 Chicago,  111. 

Lamoreaux,  Philip  M.,  '06,  [Brown's] .  .Mueller  Mfg.  Co.,  Decatur,  111. 

Lampkin,  Goldie,  '05,  (H.  L.  Farrell) Galesburg 

Landon,  Grace  L.,  '02,  (J.  B.  Rice) Los  Angeles,  Cal. 

Landon,  Myrle  K,  '06,  (Arnold),  [Knox  Conservatory] Rio,  111. 

Lanius,  Charlotte,  '10,  [W.  111.  Nor.] Galesburg 

Lanius,  Curtis  J.,  '01 International  Harvester  Co.,  Boston,  Mass. 

Lanius,  Mary,  '01 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Lanius,  Susie  J.,  '06 Dressmaker,  Galesburg 

Lanstrum,  Helen  A.,  '09 Nurse,  Cottage  Hospital,  Galesburg 

Lapham,  Gail,  '99,  [Knox,  U.  of  Chi.],  Teacher,  High  School,  Galesburg 

Lapham,  Susie,  '09,   [Lombard,  Knox] Galesburg 

Larson,  Ernest,  '03 Plumber,  Galesburg 

Larson,  Gertrude,  '08,  (J.  A.  Sadey) Galva,  Kan. 

Larson,  Harriett,  '07,   [Knox  Con.] Music  teacher,  Galesburg 

Larson,  Hilma,  '99,  (Howe) Chicago,  111. 

Larson,  Leland  S.,  '06,  [Brown's] . .  .Gas  &  Electric  Light  Co.,  Galesburg 

Larson,  Nettie,  '00 Died,  1904 

Larson,  Minnie  E.,  '02,   (Henry  Pout) Rio,  111. 

Lass,  Edith,  '01,  [Knox,  Training  School] Nora  Springs,  la. 

Lass,  Henry  W.,  '01,  [Knox] Wagoner  Printing  Co.,  Galesburg 

Latterner,  Bertha,  '88,   (F.  J.  Lindsley) Galesburg 

Latterner,  Carl,  '80,   [Phila.  Pharmacy] Druggist,  Carterville,  Mo. 

Latimer,  Leslie,  '07,  [Knox] Teacher,  High  School,  Galesburg 

Latimer,  Martha,  '08,    [Knox] Galesburg 

Lathrop,  Delia  A.,  '03,   [T.  S.] ..  .Teacher,  Bateman  School,  Galesburg 

Lavine,  Arthelia  O.,  '02 Nurse,  Galesburg 

Leach,  Edith,  '99,  (Paugh) Omaha,  Neb. 

Leach,  Jennie,  '89 Telephone  operator,  "Q,"  Galesburg 

Leach,  Jennie,  '90,  (Downing) Glendale,  111. 

Leach,  Jessie,  '90   ( Scott) Canton,  Hi. 

Leach,  Susan,  '89,   (Anderson) Buffalo,  N.  Y. 

Leaf  green,  Grace,  '98 Green  Cigar  Store,  Galesburg 

Lee,  Emma  M.,  '02..  ..Head  bookkeeper,  O.  T.  Johnson  Co.,  Galesburg 

Lemon,  Alice,  '01 Farm,  Galesburg 

Lemon,  Grace,  '01 Farm,  Galesburg 

Leonard,  Hubert,  '99,  [Des  Moines  School  of  Osteop.],  Portland,  Ore. 

Lescher,  Gertrude,  '01,   [Knox] Galesburg 

Lescher,  Helen  R.,  '09,  [Knox  Con.,  Southern  Seminary] ...  .Galesburg 

Levene,  Arthur  E.,  '04 Moulder,  Malleable  Castings  Co.,  Galesburg 

Lewis,  Bertha,  '07 Monmouth,  111. 

Lewis,  Josephine  Hilma,  '10 Office,  Holmes  Laundry,  Galesburg 

Lewis,  Juanita,  '10 Bell  Telephone  office,  Galesburg 

Lewis,  Mary  E.,  '06,  [Knox,  Knox  Conservatory] Galesburg 

Lewis,  Ruth  C,  '10 Teacher,  Galesburg 

Lindberg,  Edna  E.,  '97,   [Brown's] Bookkeeper,  Galesburg 

Lindberg,  Neally  R.,  '99,   [Bradley] Jeweler,  Galesburg 

Linderoth,  Emma  O.,  '02,   (Wolff) Burlington,  la. 

Lindquist,  C.  W,  '02,  [N.  W.  U.,  Evanston  Theol.],  Nara  Visa,  N.  M. 

Lindquist,  Lillian  E.,  '97,  [Lombard,  T.  S.] Teacher,  Galesburg 

Lindquist,  Olivia,  '04,  [Knox  Conservatory] Chicago,  111. 

Lindquist,  Theodore,  '94,  [Lombard,  U.  of  C.] Teacher,  Ann  Arbor 


310  GALESBURG   PUBLIC    SCHOOLS 

Lindoft,  Ernest,  '96,  [Brown's] Prop.  Shoe  Store,  Abingdon,  111. 

Lindoft,  Violet  Helen,  '10 New  York  Store,  Galesburg 

Lindstrom,  Laura,  '99,  (Osterberg),  [Knox  Con.] Chicago,  111. 

Linrothe,  Ellen,  '95,   (Davis) Galesburg 

Linrothe,  Elvin,  '03 Head  clerk,  "Q,"  St.  Louis,  Mo. 

Linrothe,  Hannah,  '97,   (Kuhnle),   [Brown's] Tacoma,  Wash. 

Linsley,  Marion,  '10,  [Knox] Galesburg 

Linstrum,  Esther  V.,  '06,   [Brown's] Stenographer,  Galesburg 

Little,  Floris,  '05,  (Myrle  Eyerly) Canton,  111. 

Little,  Harlan,  '06 Clerk,  Continental  Store,  Galesburg 

Lofgren,  Ruth  E.,  '10 Holmes  Laundry,  Galesburg 

Lofgren,  Walter  R.,  '09 Wagoner  Printing  Co.,  Galesburg 

Loman,  Mary,  '07 Cashier,  O.  T.  Johnson  Co.,  Galesburg 

Lombard,  Julia,  '96,  [Lombard] .  .Teacher,  Girls'  Sem.,  E.  Orange,  N.  J. 

Lombard,  Mamie,  '91 Newark,  N.  J. 

Long,  Katherine,  '01 Music  teacher,  Galesburg 

Long,  Mabel,  '03,  [Brown's] Galesburg 

Longnecker,  Ida  A,  76,   (Hebbard) Colton,  Cal. 

Loomis,  Neva  Lelah,  '09 Galesburg 

Love,  Edgar,  '99,   [Knox] Farmer,  Orion,  111. 

Love,  Eleanor,  '05 Orion,  111. 

Lowell,  John,  '06 Druggist,  London  Mills,  111. 

Lucas,  Beulah,  '07 Long  Beach,  Cal. 

Lucas,  Helen,  '11 Cameron,  111. 

Luckey,  Helen,  '07,   (Andrews),   [Knox  Conservatory] ..  Abingdon,  111. 

Luckey,  Josephine,  '01 Piano  player,  Illinois  hotel,  Galesburg 

Luckey,  Lottie  M.,  '00,  (Hart) Peoria,  111. 

Lueder,  Amy,  '08 Galesburg 

Lueder,  John,  '06,   [Brown's] Galesburg 

Lueder,  Roland,  '10,  [Brown's] Galesburg 

Lunberg,  Edwin,  '09 Marshall  Field  &  Co.,  wholesale,  Chicago,  111. 

Lundgren,  Tillie,  '81,  (Adolph  Rundquist) White  Hall,  Mich. 

Lundstrum,  Mae  H.  S.,  '09 Stenographer,  Fuel  Co.,  Galesburg 

Lundquist,  Walter,  '09,  [Knox] Budget  print  shop,  Galesburg 

Luvall,  Esther  G.,  '11 S.  H.  Knox  &  Co.,  Galesburg 

Mack,  Hattie,  '95,  [St.  Mary's  of  the  Woods] Galesburg 

Madison,  Harriet,  '07 Stenographer,  C.  F.  Hurburgh,  Galesburg 

Madison,  Karl  E.,  '02,  [Brown's] Funeral  director,  Portland,  Ore. 

Main,  Frances  M.,  '98,   (France),  [T.  S.,  Kind.  Nor.],  Marshall,  Mich. 

Main,  Jennie,  '88,  ( Moore) Galesburg 

Malick,  Angie  L.,  '87,  (Whiting) Kansas  City,  Mo. 

Maloney,  Mary  Alice,  '78,  (Clark) Galesburg 

Mann,  Helen  A.,  '09,  [T.  S.] Teacher,  Farnham  School,  Galesburg 

Mannering,  Florence,  '06 Clerk,  N.  P.  Nelson,  Galesburg 

Manning,  Harold  A.,  98 , Vicle  Motor  Co.,  Rock  Island,  111. 

Markley,  Mildred,  '06,   (Chas.  Whitver) Galesburg 

Marble,  Maud,  '85 Died,  - 

Mariner,  Ward,  '03,  [Knox] Salesman,  Gales.  Gro.  Co.,  Galesburg 

Marriott,  Bates,  '11,  [Knox] Galesburg 

Marriott,  Mable,  '06,    (Roy  Barnstead) Galesburg 

Mars,  Jas.  A.,  '94,   [Knox,  West  Point],  1st  lieut,  Jolo,  Philippine  Is. 

Mars,  Kate,  '93,  (Wilson) Flagstaff,  Ariz. 

Mars,  Mary,  '00,  [Knox] Galesburg 


HIGH  SCHOOL  ALUMNI.  311 

Marsh,  Bessie,  '89,  [Brown's]  .Head  cashier,  Hotel  Utah,  Salt  Lake  City 
Marsh,  Pauline,  '08,  [Brown's] ..  .Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Marshall,  Josephine,  '01,  (King) Bathgate,  N.  Dak. 

Martin,  Albert  B.,  '01 Lewis  Kitchen  Co.,  Chicago,  111. 

Martin,  Bessie,  '85 Principal,  E.  Galesburg  School,  Galesburg 

Martin,  Mildred  M.,  '04,   (Roy  Landon) Galesburg 

Martin  Vella  V.,  '03,  [Lombard],  Inspector,  State  Alms  Hs,  Galesburg 

Martin,  Wm.  J.,  74,  [Knox] Real  estate,  San  Francisco,  Cal. 

Massingill,  Ella  L.,  '10,  [Cottage  Hospital] Nurse,  Galesburg 

Massie,  Beatrice,  '04,    (Erwin) Nolan,  New  Mex. 

Massie,  Harriett,  '01,   (Irwin) Springfield,  111. 

Mason,  Amanda  S.,  '69,  (Tuten),  [Knox] Died, 

Mason,  Donald  L.,  '11 Teacher,  Salem  School,  Galesburg 

Mason,  Ernest  T.  S.,  '83 Prudential  Life  agent,  Galesburg 

Mason,  Katherine  A.,  '02 Galesburg 

Mason,  Mattie,  '02,  (Thompson) Collector,  Dr.  Morris,  Galesburg 

Mason,  Zella  B.,  '09,   (Powell) Rock  Island,  111. 

Matteson,  Frank,  '85 Pres.,  Purington  Brick  Co.,  Galesburg 

Matteson,  Ralph,  '95,   [Knox] .  .Foreman  for  contractor,  Rock  ford,  111. 

Matteson,  Minnie,  '01 Wataga,  111. 

Mather,  Alice,  '84,  (C.  J.  Wood),  [Knox] Galesburg 

Mather,  Harold,  '05,  [Knox] Practicing  law,  Belen,  New  Mex. 

Mathers,  Aaron,  '10,  [Knox,  Notre  Dame] Farmer,  Laura,  111. 

Mathers,  Andrew,  '11,  [Notre  Dame] Laura,  111. 

Mathis,  Alta,  '11 Ancona,  111. 

Matthews,  Linn,  '03,   [Knox] Parole  officer,  Joliet,  Galesburg 

Maury,  Maude  T.,  '98,   (Lawrence) Galesburg 

Maxwell,  Minnie  Luella,  '11 Galesburg 

Maxwell,  Jennie,  '99,    (Priaulx) Tacoma,  Wash. 

Maxwell,  Will  C,  '93 Atty.  for  the  Edison  Co.,  East  Orange,  N.  J. 

Mayes,  John  B.,  '11,  [Lombard] Mgr.,  Elite  Theatre,  Galesburg 

Mayer,  Oscar,  '93 Hotel  manager,  Chicago,  111. 

Mazzone,  Lena  Josephine,  '10 Walsenburg,  Colo. 

MacHale,  Lillian,  '05,  [Lombard] Galesburg 

MacLaughlin,  Maude,  '05,   [Knox] Galesburg 

McBride,  Isabel,  '07,   (Steinbrecher) Burlington,  la. 

McCabe,  Frank  L.,  '06,  [Knox] Chicago,  111. 

McClelland,  Bruce  C,  '04,  [Knox] ..  .Land  reclamation,  Bancroft,  Wis. 
McClanahan,  Vaughn,  '10,  [Knox,  Physicians  &  Surgeons] ..  .Galesburg 
McClintock,  Everett,  '10,  [Brown's] ..  .Trav.,  Rebington  Co.,  Galesburg 

McClure,  Bonnie  Jean,  '11 Clerk,  N.  P.  Nelson  Co.,  Cameron,  111. 

McClure,  Gertrude  M.,  '11,  [U.  of  Valparaiso] Valparaiso,  Ind. 

McClure,  J.  Ross,  '00 Simpson-McClure  Lumber  Co.,  Galesburg 

McClure,  Violet  B.,  '03 Galesburg 

McClure,  F.  Wrebster,  '09 Mgr.  lumber  yard,  St.  Francesville,  111. 

McCollum,  Bessie,  '10,  [Knox] Galesburg 

McCollom,   Caroline,   '09,    [Knox],   Sten.,   McCollom   Bros.,   Galesburg 

McCoy,  Daniel,  '07 Farmer,  Laura,  111. 

McCoy,  Marie,  '07 Farm,  Laura,  111. 

McCoy,  Winifred  D.,  '03,   [Simmons],  Teacher,  Dom.  Arts,  Pana,  111. 

McCreary,  Marjorie  L.,  '10 Galesburg 

McCullock,  Birdie,  '99,   (Lindburg) Galesburg 

McDonald,  Ida  G.,  '02,  [Gregg  School,  Lombard] Galesburg 


312  GALESBURG   PUBLIC   SCHOOLS 

McGrath,  Mary,  '10 Telephone  operator,  Galesburg 

McKee,  Mildred  J.,  '10 Galesburg 

McKee,  Jean,  '03,  [Knox  Con.] Teacher,  Pianoforte,  Galesburg 

McKelvie,  Ward,  '08 North  Henderson,  111. 

McLaughlin,  Lulu  M.,  '97,   (Flynn) Galesburg 

McMasters,  Mary  E.,  '97,  (W.  A.  Thompson) Altona,  111. 

McMeen,  James,  '07 Electrician,  Peoria,  111. 

McMeen,  Marian,  '06 Teacher,  Peoria,  111. 

McNear,  Ethel  M.,  '02 Died,  1908 

McNear,  Lee,  'OS Cement  worker,  Galesburg 

McQuillan,  Kate,  '80,   (D.  Morley) Galesburg 

Me  Williams,  Fred  R.,  '04.  .Kan.  Mgr.,  Quincy  Show  Case  Co.,  Wichita 

Mead,  Ora,  '08 Farmer,  North  Henderson,  111. 

Mecum,  Alice,  '04,  (Boyer),  [Knox] Galesburg 

Meeks,  Faye,  '09,  [Lombard] Galesburg 

Meeks,  Wm.,  '08,  [Brown's] .. Bookkeeper,  W.  A.  Jordan  Co.,  Galesburg 

Mehler,  Hazel,  '07,  [Knox] Galesburg 

Melburg,  Minnie,  '89,  (Carlson) Galesburg 

Melin,  Lillie  M.,  '06,  (Herman  Linner) Galesburg 

Melville,  Susan  Gracia,  '09,  [Knox] Galesburg 

Merrill,  Nellie  A.,  '86,  (Schultz) Los  Angeles,  Cal. 

Mills,  Elsie,  '04,  (C.  A.  Duncan) Monmouth,  111. 

Mills,  Evelyn,  '01 Teacher,  Galva,  111. 

Miller,  Douglas,  '08,  [Knox] Bellview,  Idaho 

Miller,  Ethel  Lass,  '11,  [Knox] Galesburg 

Miller,  Glenn  F.,  '98,  [Knox,  U.  of  111.].. Baker  Mfg.  Co,  Chicago,  111. 

Miller,  Harvey.  '05 Telephone  Co.,  Chicago,  111. 

Miller,  Herbert,  '07,  [Knox] Galesburg 

Miller,  Ivan,  '02 Bookkeeper,  C.  B.  &  Q.,  East  St.  Louis,  111. 

Miller,  Mabel,  '07 Galesburg  Union  Telephone  Co.,  Galesburg 

Miller,  Maud,  '96,   (Keenan) Galesburg 

Miller,  Myra,  '95 Teacher,  Knoxville,  111. 

Milmine,  Edward,  '89 Union  Pacific  R.  R.  Co.,  Omaha,  Neb. 

Mitchell,  Alice,  '07,  [T.  S.] Teacher,  Bateman  School,  Galesburg 

Moberg,  Ernest,  '11 Farmer,  Cameron,  111. 

Moberg,  Linnie  C,  '82 Seattle,  Wash. 

Moberg,  Nettie  A.,  '82 Seattle,  Wash. 

Moline,  Lillie,  '05 Bishop  Hill,  111. 

Monds,  Mary,  '05,   (Archie  Dunham) Galesburg 

Moore,  Bernice,  '07,   (Archie  Powell) Rock  Island,  111. 

Moore,  Jas.  M.,  '87 Spokane,  Wash. 

Moore,  Katherine  A.,  '98 Teacher,  China  painting,  Galesburg 

Moore,  Mabel,  '08,  [Bradley] Peoria,  111. 

Moore,  Mary,  '01 Bookkeeper,  Walton- Van  Huffel  Co,  Galesburg 

Moore,  Peter  P,  '97,  [Knox,  Anna  Morgan  School  of  Eloc.],  Died,  1905 
Moore,  Tom,  '01,  [Brown's],  Sten.  Hickman,  Williams  &  Co,  Chicago 

Morey,  Jessie,  '03,  (Montgomery) Chicago,  111. 

Morey,  Mabelle,  '01 Office,  Gas  &  Electric  Light  Co,  Galesburg 

Morrison,  Gertrude,  '06,   (Curtis) Hermon,  111. 

Morse,  Archie  S,  '11,  [Knox] Galesburg 

Moshier,  Cornelia,  '01,   (Clearwater),   [Knox] Oneida,  111. 

Moshier,  Maude,  '89,  (Wright),  [Knox,  Cottage  Hospital] ..  .Died,  1910 
Mott,  Kathryn,  '99 Rio,  111. 


HIGH  SCHOOL  ALUMNI.  313 

Mount,  Anna  Adelia,  '10,  [Lombard] Galesburg 

Muir,  Ella,  '00,  (R.  O.  Housh),  [Knox  Con.,  T.  S.] Galesburg 

Muir,  Sadie,  '99,  [Cottage  Hospital] . Nurse,  Galesburg 

Muncey,  Elizabeth,  '06,  [Conservatory,  Cincinnati] Hamilton,  Ohio 

Munsell,  Hattie  E.,  '80,  [Knox,  Cook  Co.  Nor.,  Art  Inst.].  .Chicago,  111. 
Munson,  Caroline,  '89,  (Brooks),  [Knox  Con.,  Chic.  Mus.],  Galesburg 

Munson,  Dorothy,  '02,  [T.  S.] Teacher,  Douglas  School,  Galesburg 

Munson,  Laura  Josephine,  '09,  [Augustana] Galesburg 

Munson,  Leo  G.,  '10 Wells  Fargo  Express  Co.,  Galesburg 

Munson,  Marie,  '00,  [Kind.  Normal] Kind,  teacher,  Chicago,  111. 

Murdock,  Chas.,  '85,   [Knox] Fairview,  Nev. 

Myers,  Dorothy,  A.,  '94,  (O.  L.  Judson) Galesburg 

Myers,  Harry,  '09,   [  Physicians  &  Surgeons] Galesburg 

Nash,  Beth  H.,  '04,  [Tuft's  College,  Mass.] Los  Angeles,  Cal. 

Necasek,  Leo,  '10,  [Brown's] Stenographer,  "Q"  offices,  Galesburg 

Neely,  Walter  D.,  '97 Asst.  postmaster,  Butte,  Mont. 

Neff,  Glenn  R.,  '10,  [Stetson  Univ.] De  Land,  Fla. 

Neifert,  Ira,  '08,  [Knox] Galesburg 

Neil,  Florence,  '08,  [Knox,  T.  S.J Teacher,  Galesburg 

Neiswender,  Mary,  '99 Teacher,  Geneseo,  111. 

Nelson,  Ada  M.,  '08,  [Knox] Galesburg 

Nelson,  Addie  L.,  '81 Bookkeeper,  Galesburg 

Nelson,  Alvira  N.,  '03,  [Lombard] Died,  1905 

Nelson,  Arthur  A.,  '01 Marshall  Field  &  Co.,  Chicago,  111. 

Nelson,  Clarence  L.,  '00 Banker,  Bliss,  Idaho 

Nelson,  Delphia,  '07 Bookkeeper,  Dr.  Longbrake,  Galesburg 

Nelson,  Edna  K.,  '10,   [Knox  Conservatory] Galesburg 

Nelson,   Edwin,  '03 Chicago,   111. 

Nelson,  Effie,  '83,  (Barr) Chicago,  111. 

Nelson,  Elfreda,  '90,    (Olson) Galesburg 

Nelson,  Emily  A.,  '94,  (P.  E.  Boyer) Galesburg 

Nelson,  Esther,  '10 Galesburg 

Nelson,  Helen,  '91 Stenographer  and  bookkeeper,  Galesburg 

Nelson,  Hortense,  '10,  [Knox] Galesburg 

Nelson,  Julia  M.,  '03 Clerk,  P.  C.  Tryner,  Galesburg 

Nelson,  Lida,  '00. 

Nelson,  Lincoln  A.,  '06 Draftsman,  Detroit,  Mich. 

Nelson,  Marian,  '69. . Teacher,  Churchill  School,  Galesburg 

Nelson,  Myrtle  A.,  '11,  [Post  Graduate] Galesburg 

Nelson,  Vera  Albertina,  '09 Galesburg 

Ness,  Viola,  '10,   [Knox] Wichita,  Kan. 

Newcomer,  Carrie,  '01 N.  Henderson,  111. 

Newcomer,  Ray,  '01 Farmer,  N.  Henderson,  111. 

Newell,  Lottie  J.,  '65,  [Knox] Galesburg 

Newton,  Nellie,  '96,  (A.  M.  Childers) Galesburg 

Nirdlinger,  Gertrude,  '00,  (Hirsch),  [Knox] Burlington,  la. 

Nirdlinger,  Sidney,  '02,  [Knox,  Johns  Hopkins] Chemist,  Galesburg 

Noble,  Earl  G.,  '06 Died,  1908 

Noble,  Ralph  M.,  '06,  [U.  of  111.,  Leland  Stanford  U.]. .  .Palo  Alto,  Cal. 

Norine,  Margaret,  '07,  [Colorado  University] Denver,  Colo. 

Norris,  Frank  L.,  '01 Book  merchant,  Kirksville,  Mo. 

Norton,  Albert  Henry,  '00 Fireman,  Burlington,  la. 

Norton,  Anna,  '00,  (Gurley),  [Training  School] Galesburg 


314  GALESBURG    PUBLIC    SCHOOLS 

Norton,  Anna  Marie,  '10 Galesburg 

Norton,  Florence  M.,  '97,   (Ed.  Tobin) Galesburg 

Norton,  Wm.  E.,  '98 Farmer,  Galesburg 

Nystrom,  Josie,  '08 Galesburg 

Nystrom,  Minnie,  '03,  (Herman  Peterson) Kansas  City,  Mo. 

Nystrom,  Verna,  '04,  [Training  School] Died,  1908 

Obenlander,  Ethel  May,  '11. . .  .Sten.,  Willis  Cornice  Works,  Galesburg 

Oberg,  Belinda,  '94,  (J.  I.  Engstrand),  [Knox  Con.] Galesburg 

Oberg,   Florence,   '04 Galesburg 

Oberg,  Lillie  Louise,  '00 Galesburg 

Oberg,  Selma,  '95,  [Knox  Con.] Stenographer,  Spokane,  Wash. 

Oberg,  Stanley,  '01 Grocer,  Galesburg 

Ogden,  Mary  Adeline,  '98,   (Capps) Berwick,  111. 

Ohls,  Lura,  '06,  (Thos.  Chalmers),  [Cottage  Hospital] Galesburg 

Ohls,  M.  Marjorie,  '10,  [U.  of  III] Urbana,  111. 

Oleen,  Carl,  '95 Clerk,  Chicago,  111. 

Oleen,  Clara  H.,  '94,  [Knox,  Brown's],  Westinghouse  Co.,  Denver,  Colo. 

Oleen,  Evelyn,  '01 Chicago,  111. 

Oleen,  Wilford,  '00 Kansas  City,  Mo. 

Oleson,  Maud  E.,  '02. 

Olin,  Ida  R.,  '80,  (Charles  Goldsmith) Lincoln,  Neb. 

Olmstead,  Flora  E.,  '63,  (John  Avery),  [Knox] Galesburg 

Olson,  Agnes  Mildred,  '10,,  [Knox] Galesburg 

Olson,  Anna  M.,  '86,  (Eckstrand) Kansas  City,  Mo. 

Olson,  Bessie,  '07,  [Brown's] .  .Bookkeeper,  Gross  Mfg.  Co.,  Galesburg 

Olson,  Edna  Kama,  '10 Farm,  Galesburg 

Olson,  Ellen,  '85,  (Johnson) Galesburg 

Olson,  Ellen,  '08 Teacher,  Altona,  111. 

Olson,  Gregg,  '07,  [Knox] Print  shop,  High  School,  Galesburg 

Olson,  Irene,  '00,  (Walter  Frank),  [Knox,  T.  S.] Galesburg 

Olson,  James  O.,  '82 Died,  1887 

Olson,  Louise,  '85 Galesburg 

Olson,  Myrtle,  '06,  (Patten) Galesburg 

Olson,  Nettie,  '88 Galesburg 

Olson,  Stella  A.,  '87,  ( Swanson) Galesburg 

Orgibet,  Mattie  M.,  '02 Galesburg 

Orgibet,  May,  '99,  (Herron) Galesburg 

Ostrander,  Bertha,  '01 Galesburg 

Ott,  Addie  M.,  '06,  (Carlisle  Carroll) Chicago,  111. 

Overlander,  Katie,  '96,  (Lutgens) San  Diego,  Cal. 

Overlander,  Lucy,  '00 North  Dakota 

Packard,  Cora,  '89,  (Wood) Died,  1903 

Packard,  Lottie,  76,  (Williams) Died,  

Page,  Edith,  '03,  [Knox  Con.] Teacher,  Pianoforte,  Galesburg 

Page,  Frank  G.,  '96,  [Brown's] . .  .Clerk,  S.  P.  &  S.  R.  R.,  Portland,  Ore. 

Page,  Mary  L.,  '04 Teacher,  High  School,  Galesburg 

Palm,  Esther,  '09. ..  .Stenographer,  111.  Anti-Saloon  League,  Galesburg 

Palmer,  Daisy  Irene,  '10 Galesburg 

Palmgren,  Ella  F.,  '11 Home  Telephone  office,  Galesburg 

Palmquist,  Alma  C,  '06,  [Augustana].  .Sten.,  Bank  of  Gales.,  Galesburg 

Palmquist,  Nancy,  '08,   (M.  E.  Scullen) Galesburg 

Palmquist,  Verner  C.,  '11 Clerk,  China  store,  Ottumwa,  la. 

Panhorst,  Earl  H.,  '02 Carpenter,  Portland,  Ore. 


HIGH  SCHOOL  ALUMNI.  315 

Panhorst,  Florence,  '11 Home  Telephone  office,  Galesburg 

Panhorst,  Pearl,  '07 Galesburg 

Parker,  Carrie  A.,  77,   (Magers) Galesburg 

Parry,  Josie,  '91,  (J.  W.  Grubb) Galesburg 

Patch,  Alice,  '84,  [Knox,  Kind.  Normal] Died,  1911 

Patterson,  Ralph,  '96.  .City  salesman,  Baker  Cocoa  Co.,  St.  Louis,  Mo. 

Paul,  Gladys,  M.,  '11 Milliner,  Galesburg 

Pawling,  Robert,  '09 Teacher,  Pleasant  Grove  School,  Galesburg 

Payton,  Mary,  '11 Galesburg 

Pearson,  Esther,  '87 Clerk,  Kellogg,  Drake  &  Co.,  Galesburg 

Pearson,  Esther  E.,  '09,  [Brown's] .  .Bookkeeper,  Physicians,  Galesburg 

Pearson,  Hattie  I.,  '11 Pianist,  Colonial  Theater,  Galesburg 

Pease,  Bertha,  '01,  (Lee) Alexis,  111. 

Pease,  Guy,  '99 Farmer,  Plattsville,  Colo. 

Peck,  Clyde  A.,  '01 Teacher,  Conservatory,  Dubuque,  la. 

Peck,  Emma,  '97 Galesburg 

Peck,  Henry,  '96,  [R.  I.  Sch.  of  Design],  Illustrator,  Wilmington,  Dela. 

Peck,  Margaret,  '01,  (R.  N.  Turner),  [Knox] Palenville,  N.  Y. 

Penn,  Edythe,  '08 Office,  Dr.  Safford,  Galesburg 

Perkins,  Clayton,  '91 Real  estate,  Durango,  Colo. 

Peterson,  Alvah,  '07,  [Knox,  U.  of  111.] Galesburg 

Peterson,  Anna  F.,  '09,  [Knox  Conservatory] Galesburg 

Peterson,  Anna  H.,  '02 Galesburg 

Peterson,  Anna  J.,  '98,    [Episcopal  Deaconess  School] ..... .Galesburg 

Peterson,  Anna  M.,  '86,   (  Pankey ) Galesburg 

Peterson,  Arthur  R.,  '09 Clerk,  Peterson's  Grocery,  Galesburg 

Peterson,  Bertha  I.,  '10,  [Knox] Teacher,  Knox  Co.,  Galesburg 

Peterson,  Beulah,  '10. .  .Stenog.,  Galesburg  Machine  Works,  Galesburg 

Peterson,  Carl  Lawrence,  '02 Chicago,  111. 

Peterson,  Eda  C,  '81,   (Swanson) Minerlake,  Mich. 

Peterson,  Edith,  '11 Coad's  Book  Store,  Galesburg 

Peterson,  Edna,  '06 ...  Bookkeeper,  Burgland's  meat  market,  Galesburg 

Peterson,  Eleanor  S.,  '09,  [Knox] Galesburg 

Peterson,  Ella  H.,  '11 Galesburg 

Peterson,  Estelle,  '08 Teacher,  Victoria,  E.  Galesburg 

Peterson,  Esther  O.,  '83,  (Larson),  [Brown's] Died,  1905 

Peterson,  Ethel  Louise,  '11 Galesburg 

Peterson,  Florence  E.,  '10 Galesburg  Union  Tel.  Co.,  Galesburg 

Peterson,  Gertrude,  '91,  (Kerr),  [Knox] Detroit,  Mich. 

Peterson,  Hattie,  '92,   [Brown's] Bookkeeper,  Kewanee 

Peterson,  Hazel,  '05 Galesburg 

Peterson,  Hazel  L,  '11..  .Sten.,  Elec.  Wiring  &  Supply  Shop,  Galesburg 

Peterson,  Hilma  C.,  '98 Galesburg 

Peterson,  Jennie,  '84,   (Madison) Galesburg 

Peterson,  Jennie  E.,  '08 Stenog.,  Galesburg  Piano  Co.,  Galesburg 

Peterson,  Lawrence  A.,  '07 Galesburg 

Peterson,  Leila  L,  '04.  Sten.,  State  Board  of  Exam,  of  Nurses,  Chicago 

Peterson,  Lillie,  '96,    (Hugh  Steele) Galesburg 

Peterson,  Lillie,  '05,  (  Bergstrom) Galesburg 

Peterson,  Lola  E.,  '03,  (Haswell) Kewanee,  111. 

Peterson,    Mabel,   '05 Galesburg 

Peterson,  Maud  B.,  '02 Stenographer,  Chicago,  111. 

Peterson,  Myrtle  E.,  '02 Bookkeeper,  Union  Hotel,  Galesburg 


316  GALESBURG   PUBLIC   SCHOOLS 

Peterson,  Nettie  L.,  '94,  [Brown's] Galesburg 

Peterson,  Selma  A.,  '98,  [Knox,  T.  S.] Kenmual,  Alsask,  Canada 

Peterson,  Violet,  '05 Stenographer,  A.  O.  Lindstrum,  Galesburg 

Peterson,  Wallie,  '05...Asst.  Wire  Chief,  Gales.  Union  Tel.,  Galesburg 
Peterson,  Willma  M.,  '06,  [T.  S.] .  .Teacher,  Churchill  School,  Galesburg 

Peterson,  J.  Willis,  '01 People's  Trust  &  Savings  Bank,  Galesburg 

Phelps,  Anna  S.,  71. 

Phillips,  Eugene,  '11 Grocer,  Galesburg 

Phillips,  Mary,  78,    (Coffey) Galesburg 

Phillips,  Velma,  '10,    [Knox] Galesburg 

Piatt,  Roy  L.,  '99,  [Knox] Grain  dealer,  Galesburg 

Pierson,  Jennie,  '90,   (Roadstrum) Galesburg 

Pierson,  Roy  Harold,  '11 Farmer,  Galesburg 

Pillsbury,  Harris,  '04,  [Knox,  McCormick  Theol.  Sem.] Galesburg 

Pine,  May,  '87,  [U.  of  Chi.,  Coll.  of  Osteopathy] Los  Angeles,  Cal. 

Pittard,  George,  '08 Farmer,  Monmouth,  111. 

Plattenberg,  Lucile,  '99,   [Knox] Canton,  111. 

Porter,  John  R.,  '83 Cashier,  Bank,  Orange,  Cal. 

Porter,  Paul,  '11,   [Knox] Galesburg 

Potter,  Alice  S.,  '83 Stenographer,  New  York 

Potter,  Harriet,  '88,   (Byram) Effingham,  111. 

Potter,  Herman  H.,  '97,  [Knox] Mgr.,  Gas  works,  Washington,  Ind. 

Potter,  Lois,  '08,   [Knox] Galesburg 

Potter,  Mark  J.,  '98 Traveling  salesman,  Chicago,  111. 

Potter,   Mary,  '09,    [Knox] Galesburg 

Potts,  Erma,  '08,   (Lanihan) Sheridan,  Wyoming 

Powell,  Matie  G,  '87,   (Taylor) Galesburg 

Powelson,  Horace  Elwood,  '09,   [Knox] Galesburg 

Pratt,  Robert,  '01 Civil  Engineer,  Galesburg 

Presson,  Nellie  M.,  '03,  ( Weston) Galesburg 

Price,  Anna  L.,  '98,   (Moore) Chicago,  111. 

Price,  Cora,  '08,  [Business  Coll.] Stenographer,  Oskaloosa,  la. 

Prince,  Henry,  '07,  [Knox,  Wash.  U.,  Harvard  Law] Galesburg 

Prince,  Irving  H.,  '10,   [Knox] Galesburg 

Pugh,  Earl,  '00 Brakeman,  Long  Beach,  Cal. 

Purington,  Helen,  '04,   (Jesse  Phillips) Chicago,  111. 

Purington,  Stewart,  '08,  [Knox] Des  Moines,  la. 

Purviance,  Carolyn,  '05,  [Knox  Con.] .  .Nurse,  St.  Luke's,  Chicago,  111. 

Purviance,    Edith,    '03 Galesburg 

Purviance,  Grace  M.,  '04,  [Knox] Teacher,  Virden,  111. 

Putnam,  Blossom  S.,  '11 Teacher,  Wataga,  111.,  Henderson,  111. 

Quick,  Esther,  '09 Teacher,  Ft  Sumter  School,  Altona,  111. 

Quinlan,  Marie,  '03,  (Keips) Fon  du  Lac,  Wis. 

Quinlan,  Martin,  '96... City  collector,  Jones  &  Laughlin,  Chicago,  111. 

Ragon,  Nellie  Mae,  '09,  [Training  School] Died,  1911 

Ramp,  John,  '01 Telegraph  operator,  Galesburg 

Rathbun,  Frederick  J.,  '04,  [Knox] New  Windsor,  111. 

Rathbun,  George  L.,  '04,  [Knox] New  Windsor,  111. 

Rawalt,  Harry,  '00 Operator,  N.  W.  Telegraph  Co.,  N.  Dakota 

Rawalt,  Milo,  '05,   [Brown's] Farmer,  Canton,  111. 

Rawles,  Blanche,  '08,  [T.  S.] Teacher,  Churchill  School,  Galesburg 

Ray,  Jessie  F.,  77,  [Knox] Teacher,  High  School,  Galesburg 

Ray,  Linnie  G.,  '80,  (Swag) ...  .Teacher,  Hitchcock  School,  Galesburg 


HIGH  SCHOOL  ALUMNI.  317 

Raymond,  Addie,  '88,  (Gaylord) La  Grange,  111. 

Raymond,  Helen,  '07,   [Knox  Conservatory] Galesburg 

Read,  Caroline,  '06,  [Knox] Stenographer,  St.  Joseph,  Mo. 

Read,  Grace  Katherine,  '10 Stenographer,  St.  Joseph,  Mo. 

Read,  Henry  H.,  '98,  [Knox] Mossleigh,  Alberta,  Canada 

Read,  Robert  S.,  '04,  [Knox] Mossleigh,  Alberta,  Canada 

Ream,  Albert  J.,  '87 Contractor,  Galesburg 

Ream,  Grace,  '96,  [St.  Luke's,  Highland  Hosp.] ...  .Nurse,  New  York. 

Ream,  Helen  E.,  '10,  [Lombard] Galesburg 

Rearick,  Marie,  '05,  [Knox,  Training  School] Galesburg 

Redfield,  George,  '91,  [Knox] ...  .Gen.  Electric  Co.,  Minneapolis,  Minn. 

Redfield,  Mary,  '84 Died,  1892 

Reed,  Verne,  '07 Peoria,  111. 

Regnier,  Ethelyn,  '97 Died,  

Regnier,  Jessie  I.,  '09,  [Brown's] Stenographer,  Galesburg 

Regnier,  Mary,  '99,   (Pierce) Wataga,  111. 

Regnier,  Trella,  '92,  (Burch) Elbron,  la. 

Renstrom,  Alfred,  '92,  [Brown's] Shipping  clerk,  Moline,  111. 

Repine,  Etta,  '01 Rock  Island,  111. 

Reynolds,  Clara,  '88 Died,   1895 

Reynolds,  Fannie,  '91,   ( Paine) Abingdon,  111. 

Reynolds,  James,  '89. 

Reynolds,  James  B.,  '01,  [Gem  City  Business] :... Abingdon,  111. 

Reynolds,  Nellie  R,  '83,  (F.  Hamblin) ..  .Teacher,  Grand  Rapids,  Mich. 

Reynolds,  Sarah,  '89 Grand  Rapids,  Mich. 

Rhodes,  Helen,  '11,  [Michigan  Univ.] Ann  Arbor,  Mich. 

Rhodes,  Helen  E.,  '04,   (Moorehead) Waterloo,  la. 

Rhodes,  Letitia,  '05,   [Knox  Conservatory] Galesburg 

Rice,  Delia  M,'80,(Matheny),  [Kn,U  of  Z,U  of  M,J  Hop]  Phys, Galesburg 

Ringstrom,  Emma  C.,  '79 Died,  1893 

Rich,  W.  H.,  '02,  [Lombard],  Teacher,  Stanford  Univ.,  Palo  Alto.  Cal. 

Richards,  Helen,  '07,   ( Judd) Galesburg 

Richardson,  Ada  Frances,  '09 Galesburg 

Richey,  Frances  E.,  '03,  [Lombard] ..  .Teacher,  High  School,  Galesburg 

Richter,  Minnie  A.,  '06,  (Frank  Westf all) Chicago,  111. 

Ricky,  William,  '01,  [Brown's] Rocky  Ford,  Colo. 

Ridgeley,  Clarence,  '90 Mechanical  Engineer,  Litchfield,  111. 

Ridgely,  George,  '90 Died,  1890 

Ring,  Linne,  '11 Brick  yards,  Galesburg 

Risburg,  Esther  A.,  '11 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Risburg,  Fred  A.,  '08 Mgr.,  Cigar  store,  St.  Paul,  Minn. 

Risley,  Inez,  '92,  [T.  S.] Teacher,  Weston  School,  Galesburg 

Roadstrum,  Clayton,  '99,  Trav.  salesman,  Milburn  Co.,  Indianapolis,  Ind. 

Roadstrum,  Forrest  A.,  '02 Terry  Lumber  Co.,  Beardstown,  111. 

Roadstrum,  Nellie,  '92,   (Inness),   [Brown's] Galesburg 

Roadstrum,  Ralph,  '93 Mgr.,  Union  Telephone  Co.,  Galesburg 

Robb,  Clell  R.,  '09,  [Brown's] .  ..Stenog.,  W.  A.  Anderson's,  Galesburg 

Robb,  Madge,  H.,  '11 Teacher,  Cameron,  111. 

Robb,  Nellie,  '08 Teacher,  Dunlap  School,  Galesburg 

Robbins,  Margaret  C.,  '09 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Robbins,  Zilpha,  '04,  [Knox,  Rush  Medical] Chicago,  111. 

Robinson,  Hazel  M.,  '02,  [Brown's] Stenographer,  Chicago,  111. 

Robson,  Eleanor  H.,  '10,  [Knox] Galesburg 


318  GALESBURG    PUBLIC    SCHOOLS 

Robson,  Ruth  M.,  '11,  [Knox] Galesburg 

Robson,  Stuart  H.,  '10,   [Brown's,  U.  of  111.] Galesburg 

Rockwell,  Verona,  '10,   [Knox] Galesburg 

Roberts,  Etta,  '03,   (Lowell) Galesburg 

Roberts,  Harold,  '05 Farmer,  Ontario,  111. 

Roberts,  Mabel,  '94,   (J.  S.  Burton) Columbus,  Wis. 

Roberts,  May  B.,  '86,  (E.  J.  King),  [Knox] Galesburg 

Robertson,  Allen,  '10 Farmer,  Rio,  111. 

Robertson,  Eugene  A.,  '11,  [Knox] Galesburg 

Robertson,  Fred,  '01 Wells,  Fargo  Express  Co.,  Galesburg 

Robertson,  Mary,  '08 Farm,  Galesburg 

Robertson,  Maud,  '07,  [Knox] Farm,  Galesburg 

Root,  Elizabeth  D.,  '97,  (Wm.  Barry),  [Knox] Galesburg 

Rodormer,  Bessie  A.,  '02 Milliner,  Galesburg 

Roderick,  Ben  K.,  '10 Bookkeeper,  Des  Moines,  la. 

Roffey,  Minnie,  '84,  (Goddard) Jamesport,  Mo. 

Rogers,  Chas.  B.,  '98.  ..Shipping  clerk,  Herschel  Mfg.  Co.,  Peoria,  111. 

Rogers,  Clara,  '00,   (Caldwell),   [Knox  Conservatory] Galesburg 

Rogers,  Ella,  '01 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Rogers,  G.  Fern,  '03,  [Knox] Galesburg 

Rogers,  Geo.  E.,  '98 Real  estate,  New  York,  N.  Y. 

Rogers,  Harry  E.,  '98 Tourist  Conductor,  "Q,"  Chicago,  111. 

Rogers,  Lila,  '99. 

Rogers,  Mary,  '06 Stenog.,  Galesburg  Grocery  Co.,  Galesburg 

Rogers,  Ralph,  '03,  [Knox] U.  S.  Indian  service,  Toppenish,  Wash. 

Root,  Buell,  '95,  [Knox] Traveling  salesman,  Lincoln,  Neb. 

Root,  Reba,  '99,  ( Wannemaker) Galesburg 

Rose,  Hazel  M.,  '10 Studying  music,  Galesburg 

Rose,  Harry,  '06.  .Mgr.  Terry  Lumber  Co.,  Roseville  yard,  Roseville,  111. 
Rose,  Mabel  C,  '09,  [Brown's] ...  .Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Rosenau,  Millie,  '99 Chicago,  111. 

Rosengren,  Tulip,  '07,   [Brown's] Dressmaker,  Galesburg 

Ross,  Laverna  L.,  '03,   (Haynes) Seattle,  Wash. 

Ross,  Mae  Anna,  '09 Galesburg 

Rowan,  Isal,  '06,   (Aldrich),  [Knox  Con.,  Oberlin] Stoutsville,  Mo. 

Rugar,  Jennie  S.,  75,  [Knox] Artist,  Joliet,  III 

Rumbeck,  Mamie,  '01,    (Anderson) Peoria,  111. 

Rundquist,  Olga,  '06,  [Knox  Con.] Teacher,  music,  Galesburg 

Runkle,  Louise,  '01,  [T.  S.] Teacher,  Bateman  School,  Galesburg 

Rusk,  Louella,  '85 Dressmaker,  Galesburg 

Rusk,  Wilbur  M.,  '10,  [Brown's] Galesburg 

Russel,  Leone  Ruby,  '11 Wataga,  111. 

Ryan,  Cecilia  C.,  '82 Died,  1893 

Ryan,  Helen,  '08,   [Knox] Galesburg 

Ryan,  Lizzie  M.,  '78,  (Balensifer) Died,  1901 

Ryan,  Marion  Cecelia,  '11,  [Knox] Galesburg 

Ryan,  Robert,  '11,   [Knox] Galesburg 

Sadler,  Anna,  '88,   ( Sturgeon) Peoria,  111. 

Sage,  Mabel,  '01,  (Gabrielson) Denver,  Colo. 

Salem,  Arthur  Renhold,  '09 Farmer,  Galesburg 

Salem,  Edna  Irene,  '09 Clerk,  general  store,  Soperville,  111. 

Salisbury,  Florence  M.,  '11,  [Brown's] Galesburg 

Sanborn,  Earle,  '07,  [Knox] Galesburg 


HIGH  SCHOOL  ALUMNI.  319 

Sanburg,  Martha,  '11 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Sandberg,  Mary,  '93 Registered  Nurse,  Galesburg 

Sandell,  Madora  G.,  '97 ..  Bookkeeper,  Fidelity  S.  &  L.  Assn.,  Galesburg 

Sandquist,  Sara,  '98,   (Johnson) Eskilstuna,  Sweden 

Sauter,  Ray,  '06,  [Knox] Galesburg 

Sauter,  Vera,  '10,  [Knox] Galesburg 

Schaeffer,  Alice  L.,  '98,  (Durham) Los  Angeles,  Cal. 

Scheiderman,  Arlie,  '97 Clerk,  The  Fair,  Chicago,  111. 

Schoettler,  Arthur,  '07,  [Knox,  Bradley]  .Teacher,  Grand  Rapids,  Mich. 

Schoettler,  Laura,  '07,  [Knox] Teacher,  High  School,  Toulon,  111. 

Schoettler,  Lewis,  '00 Machinist,  Springfield,  Mo. 

Schoettler,  Myrtle  M.,  '10. .  .Stenog.,  Wagoner  Printing  Co.,  Galesburg 

Scholes,  Alia,  '05 Clerk  in  store,  Canton,  111. 

Schryver,  Alice  M.,  78,  (Sawyers),  [Knox] Died.  1893 

Schryver,  Anna  A.,  '77,  [Michigan  Univ.] .  .Teacher,  Ann  Arbor,  Mich. 

Schultz,  Gretchen  H.,  '09,  [Lombard] Galesburg 

Schultz,  Olga,  '11,  [Post  Graduate] Galesburg 

Schwerer,  Atlena  B.,  '87,   ( Baer) Henderson,  111. 

Scoglund,  Maud  Olivia,  '97,   (Whipple) Galesburg 

Scott,  Anna,  '96,  (C.  F.  Hurburgh),  [Knox  Con.] Galesburg 

Scott,  Chas.  G.,  '74 Wholesale  grocer,  Minneapolis,  Minn. 

Scott,  Edwin  J.,  '94,  [Brown's] Grocer,  Galesburg 

Scott,  Elizabeth  L.,  '98 Galesburg 

Scott,  Gilbert,  '88 Grocer,  Galesburg 

Scott,  Jewell,  '10 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Scott,  Preston,  '01 , Meat  inspector,  E.  St.  Louis,  111. 

Scudder,  Ella,  '88,   (Eckenberger) Decatur,  Mich. 

Scudder,  Lillie,  '92,  (Ridler) New  York,  N.  Y. 

Scurry,  Wm.  J.,  '11 C.  B.  &  Q.  repair  yards,  Galesburg 

Seacord,  Marie,  '03,  [Knox] Galesburg 

Searle,  Arthur,  '05 Collector,  Gas  &  Electric  Light  Co.,  Galesburg 

Searles,  Milford,  '89,  [Knox] Collector,  Rep.-Reg.,  Galesburg 

Searles,  Roe,  '00 Switchman,  "Q,"  Galesburg 

Seastedt,  Clara,  '93,    ( Salzberg) Galesburg 

Seeley,  Frankie,  '08,  [Knox] Galesburg 

Segrist,  Aleta  Mary,  '09,  [Lombard] Galesburg 

Selleck,  Mable  E.,  '93,  (Dr.  Hyde),  [Nurse's  Train'g] . .  .Willmette,  111. 

Selleck,  Mamie,  '98,  (H.  A.  Drake) Galesburg 

Selk,  Adelaide,  '79 Seymour,  111 

Senate,  Flora,  '99 Nekoma,   111. 

Seymour,  Ona  Elizabeth,  '11,  [Brown's] Geneseo,  111. 

Shadley,  Harold  M.,  '10,  [Brown's] "Q"  office,  Galesburg 

Shadley,  Hazel  Marie,  '11,  [Knox] Galesburg 

Shaffer,  Elma,  '01,   (Thompson) Casper,  Wyo. 

Shannon,  Lucy,  '91,  ( Mell  Evans) Galesburg 

Shannon,  Maud,  '93,    (Blue) Canton,  Kan. 

Sharp,  Beulah  N.  M.,  '11 Gross  Mfg.  Co.,  Galesburg 

Sharp,  John,  '03 Ranchman,  Haxton,  Colo. 

Sharp,  Pearl  Adelia,  '10 Teacher,  Henry  School,  Galesburg 

Shaver,  Harold,  '07 Farmer,  N.  Henderson,  111. 

Shaver,  Winifred,  '08,  [Knox] Galesburg 

Shaw,  Allie  M.,  '86,  (McCullough) Omaha,  Neb. 

Sheldon,  Carrie,  '98 Art  teacher,  Galesburg 


320  GALESBURG   PUBLIC   SCHOOLS 

Sheridan,  Frances,  '99,   (Boyd) Chicago,  111. 

Sheridan,  Laura  A.,  '10 Farm,  Cameron,  111. 

Sheridan,  Maude,  '95,   (Sayles),   [Brown's] Peoria,  111. 

Sherman,  Myrtle,  '94,  (Cardiff),  [Knox],  German  tutor,  Topeka,  Kan. 

Shoreen,  Albert,  '01 Died,  1905 

Shull,  Harry,  '00 Drug  store,  Abingdon,  111. 

Shumway,  Jesse  G.,  '08 Galesburg 

Shults,  Maude,  '93 Soperville,  111. 

Sigsbee,  Ray,  '00,  [Knox,  Heidelberg  Univ.] Heidelberg,  Germany 

Simcox,  Myrtle,  '94,   (Stevenson) Hollywood,  Los  Angeles,  Cal. 

Simms,  Edna  C,  '03 Teacher,  Galesburg 

Simpson,  Clarence,  [Bradley] Peoria,  111. 

Sipes,  Matie,  '09 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Sisson,  Fred  W.,  79,  [Knox] Died,  1908 

Skinner,  Fannie  A.,  75,   ( North cutt) Trinidad,  Colo. 

Slack,  Noma,  '08 Teacher,  Bateman  School,  Galesburg 

Slater,  Ruby  M.,  '04 Teacher,  Wetmore  School,  Rio,  111.,  Galesburg 

Slattery,  Geo.,  '99,  [Knox,  Bellevue] Physician,  New  York  City 

Slattery,  Maggie,  '95,   [Knox] Teacher,  Galesburg 

Slosson,  Grace  Isabelle,  '11,  [Knox] Galesburg 

Small,  Mary  Agnes,  '11 Teacher  near  Yates  City,  Yates  City,  111. 

Smith,  Bessie  L.,  '86 Photographer,  Council  Grove,  Kan. 

Smith,  Blanche,  '95,  (Tyler) Died,  1905 

Smith,  Blanche,  '97,  (Bates),  [Knox] Gulf  Crest,  Ala. 

Smith,  Charles,  '96 Mechanic,  "Q,"  Galesburg 

Smith,  Edith,  '03,  (H.  A.  Bowden) London  Mills,  111. 

Smith,  Estelle  M.,  '02,   (L.  Barlow) Galesburg 

Smith,  Ethel  Euphemia,  '00 Music  teacher,  Tacoma,  Wash. 

Smith,  Franklin  C.,  '10 Lake  Forest,  111. 

Smith,  Fred  C,  '04 Moline,  111. 

Smith,  Georgia  A.,  '80,  (Geo.  W.  Gale),  [Knox] Galesburg 

Smith,  Gilbert,  '01 First  National  Bank,  Canton,  111. 

Smith,  Harry  E.,  '01 Adams  Express  Co.,  St.  Louis,  Mo. 

Smith,  Harry  O.,  '94,  [Knox] Died,  1909 

Smith,  Herbert  A.,  '89,  [Knox] Real  estate,  Galesburg 

Smith,  James  Wesley,  '02 Farmer,  Abingdon,  111. 

Smith,  Jessie,  '90. Galesburg 

Smith,  Laura,  '96,  (Otis  Goff),  [Training  School] Galesburg 

Smith,  Lois,  '96,  (Squires) O.  T.  Johnson  Co.,  Galesburg 

Smith,  Louise  D.,  '03 Galesburg 

Smith,  Marie,  '09,    [Knox] Galesburg 

Smith,  Mariel,  '08,  ( J.  W.  Whittaker) Galesburg 

Smith,  Mary  Grace,  '97 ..  Stenographer,  Arnold  Law  Office,  Galesburg 

Smith,  May,  '91 Galesburg 

Smith,  Minnie  L.,  '82,  [Knox] Teacher,  High  School,  Galesburg 

Smith,  Ralph  C.,  '04,  [Brown's] Galesburg 

Smith,  Ruth,  '90,  (Gray) Galesburg 

Snap,  Lillian,  '07,    (Kennedy) Galesburg 

Snowball,  Marie,  '02,    ( Pankey ) Galesburg 

Snyder,  Bessie,  '96,  (Stellwagon),  [Knox] St.  Louis,  Mo. 

Snyder,  Retta  L.,  '04,  [Knox,  St.  Luke's  Hosp.] .  .Nurse,  St.  Louis,  Mo. 

Soper,  Rosalie,  '03 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Southworth,  Ethel  Mae,  '10,  [T.  S.],  Teacher,  Central  School,  Galesburg 


HIGH  SCHOOL  ALUMNI.  321 

Spach,  Fred  J.,  '01 Surveyor,  Helena,  Mont. 

Spake,  Marie,  '08,  [Brown's] .  ..Stenog.,  Galesburg  Gro.  Co.,  Galesburg 
Spaulding,  De  Witt,  '88,  [Phila.  Phar.] ...  .Druggist,  New  York,  N.  Y. 

Speed,  Alice  L.,  '94,   (Comber) Galesburg 

Speed,  Fannie,  '91,   (Comber) ,. .  .Galesburg 

Spence,  Cosette, '05,  [Wilson  Coll.,  Chambersburg,  Pa.],  Uniontown,  Pa. 
Spinner,  Delia,  '06,  [Knox,  U.  of  Chi.] .  ..Teacher,  High  S.,  Galesburg 

Spinner,  Harold,  '03,  [Knox] Real  estate,  Toppenish,  Wash. 

Springer,  Florence,  '02 Nurse,  Denver,  Colo. 

Springer,  Lois,  '09 Teacher  near  Victoria,  Galesburg 

Squires,  Chester  A.,  '97,  [School  of  Osteopathy] Kirksville,  Mo. 

Squires,  Gracia  A.,  77,   (Evans) Died,  1908 

Stark,  Nellie  O.,  '94,  [Brown's] .  .Stenog.,  P.  T.  &  S.  Bank,  Galesburg 

Steele,  Lloyd  Theodore,  '10 Stenog.,  "Q"  office,  Galesburg 

Steele,  Mildred  Susan,  '10,  [Knox] Galesburg 

Steele,  Myrtle,  '08,  [Brown's] Galesburg 

Stephens,  Agnes  Marie,  '02,  (Ed.  Lundgren) Woodhull,  111. 

Stephens,  Lillian,  '03 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Stephenson,  Clarence  Rudolph,  '11,   [Brown's] Galesburg 

Stephenson,  Lillian  Ruth,  '09 Holmes  Bros.  Laundry,  Galesburg 

Stephenson,  Mamie  E.,  '98  , (Paulson) Galesburg 

Stevens,  Carrie,  '85 Died,  1910 

Stevens,  Nettie,  '00,   (McClure) Galesburg 

Stevens,  R.  C,  '69 Died,  

Stilson,  Ella  M.,  '82 Seattle,  Wash. 

Stilson,  Frank  W.,  77 Died,  1906 

Stilson,  Fred,  '07 Farmer,  Raley,  Alberta,  Canada 

Stilson,  Lottie  W.,  '80,  (W.  H.  Chambers),  [Knox]. .  .Spokane   Wash. 

Stimson,  Bertha,  '98,    (Peterson) Galesburg 

Stofft,  Arthur  H.,  '98.. Gen.  Trav.  Pass.  Agent,  "Q,"  New  York,  N.  Y. 

Stofft,  Daisie  D.,  '98,  (Anderson) Galesburg 

Stofft,  Frank,  '91 Gen.  Mgr.,  Deere  Plow  Co.,  Moline,  111. 

Stofft,  Lillie,  '92,   (Gallagher) Moline,  111. 

Stone,  Celeste,  '07 Farm,  Galesburg 

Stone,  Georgia  M.,  '02,  (Allen) '. Galesburg 

Stone,  Harriet,  '93,  (E.  R.  Drake),  [Knox,  T.  S.] Died,  1906 

Stone,  Martha,  '89,  (Hurd),  [Knox] Riverside,  Cal. 

Stone,  Otis  L.,  '00 Farmer,  Galesburg 

Strain,  Horace,  '85,  [Knox,  McCormick  Theo.  Sem.] Died.  1909 

Stratford,  Zula,  '03,  [U.  of  Columbia,  U.  of  Paris] Paris,  France 

Streedain,  Leonard  H.,  '09.  .Bookkeeper,  Bank  of  Galesburg,  Galesburg 

Stromstead,  Florence,  '00,   (Wilbur) Galesburg 

Sullivan,  Catherine  C,  '97,  (Neville),  [Training  School] .  .Streator,  111. 

Sullivan,  John  B.,  '98 Sullivan  Varnish  Co.,  Chicago,  111. 

Sullivan,  May  T.,  79 Died,  1886 

Sumner,  Fern,  '07 Teacher,  Gilson,  111. 

Sunderline,  Carrie,  '89,   (Moor) Kewanee,  UK 

Swain,  Eulalia,  '99,   ( Peckenpaugh) Galesburg 

Swain,  Wm.  Alfred,  '09,  [Brown's] Gas  office,  Galesburg 

Swan,  Harold,  '08,   [Bradley] Peoria,  111. 

Swank,  Arthur,  '09 Clerk,  general  store,  Birmingham,  la. 

Swank,  C.  Verne,  '06,  [Knox] Merchant,  Birmingham,  la. 

Swank,  Grace  Leone,  '10,   [Knox] Galesburg 


322  GALESBURG   PUBLIC    SCHOOLS 

Swanson,  Agnes,  '07,   (Edwards) Galesburg 

Swanson,  Amelia,  '99 Galesburg 

Swanson,  Arthur  H.,  '02,  [Brown's] Clerk,  "Q"  Supt,  Galesburg 

Swanson,  Arvid,  '06 Machinist,  Galesburg 

Swanson,  Cora,  '00,  (Sandstrom) Galesburg 

Swanson,  Earle  N.,  '02 Farmer,  Canada 

Swanson,  Ethel,  '05 Office,  Evening  Mail,  Galesburg 

Swanson,  Florence  A.,  '04,  (Arthur  Freeburg),  Milestone,  Sask.,  Canada 

Swanson,  Forrest  Clayton,  '09,   [Knox] Galesburg 

Swanson,  Fred  Curtis,  '09,  [Knox,  U.  of  111.] Galesburg 

Swanson,  Hazel  Caroline,  '11,  [Knox] Galesburg 

Swanson,  Irene  H Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Swanson,  Jennie  M.,  '93 Clerk,  N.  P.  Nelson  Co.,  Galesburg 

Swanson,  Leland  D.,  '04,  [Harvard  Univ.] Galesburg 

Swanson,  Lillian,  '05 Bookkeeper,  Com.  Union  Grocery,  Galesburg 

Swanson,  Ludwig  J.,  '97 Traveling  salesman,  Galesburg 

Swanson,  Marie,  '10,  [Knox] Galesburg 

Swanson,  Mary,  '95,  (Strandburg) Galesburg 

Swanson,  Maynard,  R.,  '04,  [Knox] Farmer,  Roseville,  111. 

Swanson,  Melvin,  '05,  [Brown's] Prop.,  restaurant,  Urbana,  111. 

Swanson,  Nellie,  '98.  [T.  S.,  Kind.  Nor.],  Teacher,  Lincoln,  Galesburg 

Swanson,  Ruth  Otelia,  '10,  [Brown's] Stenog.,  Brown's,  Galesburg 

Swartwout,  Isabelle,  '85,   (Turner),  [Pratt  Inst],  San  Antonio,  Texas 

Sweeney,  Ethel,  '05,  [Knox] . . . Galesburg 

Swenson,  Dora,  '95,    (Swenson),  Clerk,  Singer  Mach.  Co.,  Galesburg 

Swenson,  George,  '99 Commission  house,  Chicago,  111. 

Swigert,  Grayce  M.,  '06,    (Long) Galesburg 

Swigert,  Harry,  '92,  [Knox] Died,  1905 

Swigert,  Hattie,  '92 Des  Moines,  la. 

Swigert,  Orton,  '92,  [Knox] Grocer,  Des  Moines,  la. 

Swisher,  Ethelyn,  '07. .  .Operator, Galesburg  Union  Tel.  Co.,  Galesburg 
Switzer,  Elizabeth,  '93,  (A.  J.  Boutelle),  [Training  School] .  .Galesburg 

Switzer,  Gertrude,  '98 Wataga,  111. 

Switzer,  J.  W.,'98,   [Knox,  la.StU.],  Clerk,  Mich.  Cent,  Chicago,  111. 
Switzer,  Robt.  M.,  '94,  [Knox,  U.  of  111.] .  .City  Ed.,  Register,  Galesburg 

Sykes,  Carol,  '99,  [Knox] Teacher,  Pasadena,  Cal. 

Sykes,  Martha  Glenn,  '09,  [Knox] Galesburg 

Talbot,  Edith  Otha,  '00 Rock  Island,  111. 

Tate,  Eva,  '03,   (Mulvaney) Cherokee,  la. 

Taylor,  Bessie  J.,  '04,  (Palmer) Galesburg 

Taylor,  Lottie  M.,  '04,  (C.  W.  Carlson) Galesburg 

Taylor,  Myrtle,  '09 Wataga,  111. 

Taylor,  Olive  L.,  '83,  (J.  T.  Duke), P.  O.  Reg.  clerk,  Galesburg 

Taylor,  Roy,  '05 Prop.,  Grand  Theatre,  Galesburg 

Terney,  Maybelle,  '03 Clerk,  Chicago  Bargain  store,  Galesburg 

Terry,  Julia  T.,  '98,   (Brown),   [Knox] Cleveland,  Ohio 

Terry,  Willis,  '99,  [Knox] Terry  Lumber  Co.,  Galesburg 

Thiele,  Florence,  '07 Teacher,  Marshall,  Wyoming 

Thiele,  Virginia,  '00,  [Knox,  T.  S.] Teacher,  Marshall,  Wyoming 

Thomas,  Bessie  A.,  '10 Nurse,  Cottage  Hospital,  Galesburg 

Thomas,  John  H.,  '97 Engineer,  "Q,"  Galesburg 

Thomas,  Kate,  '96,   (Olson),  [Training  School] Galesburg 

Thompson,  Alma,  '98,  (Darst) Farm,  Ferris,  111. 


HIGH  SCHOOL  ALUMNI.  323 

Thompson,  Alma/03,  [Knox],  Private  Sec.,  Judge  Thompson,Galesburg 
Thompson,  Arthur  B.,  '01 ...  Teacher,  Keokuk  Med.  Coll.,  Keokuk,  la. 

Thompson,  Edyth,  '10,   [Knox] Galesburg 

Thompson,  Edwin,  '98 Mitchellville,  la. 

Thompson,  Florence  May,  '10 "Q"  lunch  counter,  Aurora,  111. 

Thompson,  Lizzie,  '85,   (Anderson) Galesburg 

Thompson,  Mable,  '07,  (F.  S.  Hoover) ..  .Clerk,  N.  Y.  store,  Galesburg 

Thompson,  Minnie,  '91,  (Hart) Chicago,  111. 

Thompson,  Ruth,  '08,   [Knox] Galesburg 

Thompson,  Wm.  F.,  '83 .Clerk,  Arlington  hotel,  Galesburg 

Thomson,  Merle,  '10,  [Knox  Conservatory] Galesburg 

Thoureen,  Aleda  T.,  '10 Cashier,  O.  T.  Johnson  Co.,  Galesburg 

Thoureen,  Edna,  '07,    [Lombard] Galesburg 

Thoureen,  Minnie,  '08 Office,  S.  H.  Olson  Grocery,  Galesburg 

Thoureen,  Olga  V.,  '04,   (G.  Holmes) Burlington,  la. 

Thoureen,  Ray,  '06 Died,   1910 

Thulin,  Ida  F.,  '86,  (Thompson) Galesburg 

Thulin,  Nettie  M.,  '87 Died,  1897 

Thuline,  Olga  Josephine,  '10,  [Brown's] Galesburg 

Tibbits,  E.  Susie  '84 .Galesburg 

Tiffany,  Louise  H.,  '05,  [Knox  Con.] Asst.  Librarian,  Galesburg 

Tinkham,  Hazel  M.,  '04,  [Brown's] Galesburg 

Tinkham,  Ralph  Norton,  '11 Farmer,  Cameron,  111. 

Tobey,  Harold  Eugene,  '02,  [Knox,  U.  of  111.] Civil  Eng.,  Chicago 

Tobin,  Geo.,  '03,  [Brown's] Asst.  ticket  agent,  "Q,"  Galesburg 

Tobin,  Patrick  R.,  '04,  [Brown's] ..  .Night  ticket  agent,  "Q,"  Galesburg 

Tobin,  Wm.,  '96,  [Lombard] Chief  clerk,  N.  P.  Ry.,  Billings,  Mont 

Todd,  Willa  T.,  '06 Milliner,  Chicago,  111. 

Toler,  Ethelyn  M.,  '11,  [Science  Hill] Shelbyville,  Ky. 

Tomlinson,  Kenneth  C,  '10,  [Reed  College] Portland,  Ore. 

Toothe,  Chas.  H.,  '11.  ..Clerk,  Master  Mechanic's  office,  "Q,"  Galesburg 
Tovey,  Claire,  '05,  [Arkadelphia  Coll.],  Teacher,  Univ.,  Wichita,  Kan. 
Tovey,  Henry  D.,  '01,  [Knox  Con.] .  .Director  Music,  Fayetteville,  Ark. 

Townsend,  Fern,  '06,   [Lombard] Galesburg 

Townsend,  Lora,  '96,   (Dickinson),  [Lombard] Winnetka,  111. 

Townsend,  Nelle,  '02,   (Hinchliff),   [Lombard,  Knox  Con.] .  .Galesburg 

Tracy,  Frances,  '06,  (Ray  Main),  [Knox  Con.] Altona,  111. 

Tracy,  I vas  lone,  '09, Galesburg 

Tracy,  Roy,  '05,  [Brown's] Farmer,  Oneida,  111. 

Trask,  Helen,  '10,  [Knox] Galesburg 

Trump,  Charles  T.,  '10 Dry  goods  business,  Frankfort,  Kan. 

Trump,  Hazel,  '07,  [Knox] ..  ..Teacher,  Woodhull,  111.,  Frankfort,  Kan. 

Trump,  Vera  G.,  '06,  [Knox] Teacher,  Lena,  111.,  Frankfort,  Kan. 

Tryner,  Edith,  '03,  [T.  S.] Teacher,  Bateman  School,  Galesburg 

Tryner,  Jessie,  '00,  [Brown's] .  .Bookkeeper,  Terry  Lum.  Co.,  Galesburg 

Tunnicliff,  Grace,  '98,  [Cornell,  la.] Moline,  111. 

Tunnicliff,  Nathaniel,  '97,  [Cornell  U.,  Knox],  Civil  Eng.,  Davenport,  la. 

Turney,  Antoinette,  '02,  [Knox,  Smith] Chanute,  Kan. 

Turney,  Thos.  J.,  [Brown's,  Dental  Coll.] Chicago,  111. 

Tuttle,   Gertrude,   '01 Died,    1904 

Tyler,  Paul,  '03 Tayler  &  Critchfield  Ad.  Co.,  Chicago,  111. 

Tyler,  Vera,  '10,   [Knox] Galesburg 

Van  Clute,  Jessie,  '98,  (Johnson),  [Knox] Gaston,  W.  Va. 


324  GALESBURG   PUBLIC   SCHOOLS 

Vanderburgh,  Grace,  '06,  [Knox,  Brown's] Galesburg 

Vanderburg,  Mary,  '08,  [ W.  111.  Nor.] Galesburg 

Van  Liew,  Genevra,  '92,  (Tuttle),  [Lombard] Abingdon,  111. 

Van  Scoyk,  Elizabeth,  [Brown's],  Office,  Metropolitan  Ins.Co.,Galesburg 

Velander,  Eunice,  '11 Clerk,  O.  T.  Johnson  Co.,  Galesburg 

Velander,  Myrtillo,  '08,  [Brown's].  ..Asst.  bookkeeper,  bank,  Galesburg 

Venell,  Esther,  '00,  (Baston) McDonald,  Kan. 

Vincent,  Hope  E.,  [Oberlin] Boston,  Mass. 

Vivion,  Mildred,  '07,  (John  Lowell),  [Knox  Con.] .  .London  Mills,  111. 

Wade,  Alice,  '04,   (Mace) Galesburg 

Waggoner,  Lula,  '03 Galesburg 

Waggoner,  Rose,  '96,   (Kidder) East  Galesburg 

Wagoner,  Edwin  B.,  '04,  [Knox]. Salesman,  Cedar  Rapids,  la. 

Wagoner,  Ellwood,  '95 Trav.,  Comfort  Mag.,  Eagle  Butte,  S.  Dak. 

Wagoner,  Lenora,  '07 Wagoner  Printing  Co.,  Galesburg 

Walberg,  Mabelle,  '99,   (Humphrey) Galesburg 

Walberg,  Robert  J.,  '98 Grocer,  Galesburg 

Waldron,  Chas,  '87 Chicago,  111. 

Waldron,  Georgia,  '83,  (W.  E.  Hurlbut),  [Knox] Sedalia,  Mo. 

Walker,  Edna,  '95,  (James  Cheeseman) Des  Moines,  la. 

Walker,  Daisy  Dean,  '93 Tuskegee,  Ala. 

Walker,  Jessie,  '96,  (Watson),  [Lombard] Houston,  Tex. 

Walker,  Nellie  Elizabeth,  '09,   [Knox] Galesburg 

Wallbaum,  Will  H.,  '98 Fairbanks,  Morse  &  Co.,  New  York,  N.  Y. 

Wallace,  Chris,  '03,  [U.  of  111.] Coldbrook,  111. 

Wallace,  Gertrude  M.,  '98 Bookkeeper,  Burlington,  la. 

Wallace,  Malvern,  '05,   [Brown's] Tampa,  Florida 

Wallace,  Sara,  '04 Monmouth,  111. 

Walline,  Florence  L.,  '04,  (Alvin  Dahlstrom) Miles  City,  Mont. 

Walline,  Minnie,  '03,  (Johnson) Andover  Township 

Walling,  Maude  E.,  '85,  (Fox) Seattle,  Wash. 

Walters,  Otto,  '01 Central  Union  Telephone  Co.,  Galesburg 

Ward,  Flora  A.,  79 Teacher,  Weston  School,  Galesburg 

Ward,  Florence,  '06,  [Kind.  Normal,  U.  of  Chicago] Chicago,  111. 

Ward,  Lottie  L.,  '87,  (Wenner) Washington,  D.  C. 

Ward,  May,  '85,   (Carley) Ayer,  Mass. 

Ward,  Minnie  M.,  '83 Galesburg 

Wareham,  Beatrice,  '05,   (Hicks) Galesburg 

Warren,  Jessie,  '90,  (Ford) Denver,  Colo. 

Wasson,  Jessamond,  '00,  [Knox] Douglas,  111. 

Wasson,  Martha,  '96,  [Knox] Teacher,  High  School,  Jefferson,  la. 

Wasson,  Mary,  '96,  [Knox] Teacher,  High  School,  Lincoln,  111. 

Wasson,  Samuel  T.,  '97,  [Knox] Farmer,  Douglas,  111. 

Waste,  Clara,  '81,  (Bourne) Farm,  Penhold,  Alberta,  Canada 

Waste,  Emilie  C,  '85,  [Knox  Con.] ..  .Farm,  Penhold,  Alberta,  Canada 

Waste,  Frank,  '91 Farmer,  Penhold,  Alberta,  Canada 

Watkins,  Janie,  '98,  (Samuelson) Galesburg 

Watson,  Chas.  L.,  '98 Restaurant,  Spokane,  Wash. 

Watson,  Edward,  '00 Clerk,  C.  B.  &  Q.,  Galesburg 

Watts,  Elmer  C.,  '93,  [Brown's] Maywood,  Chicago,  111. 

Watts,  Mabel,  '03,   (Peters) Galesburg 

Wax,  Mattie,  '91,  (Dr.  R.  G.  Dingman) Prophetstown,  111. 

Way,  Edna  Lisle,  '09,  [Western  111.  Normal] Tennessee,  111. 


HIGH  SCHOOL  ALUMNI.  325 

Weakley,  Marie  S.,  '09 Branch  librarian,  Galesburg 

Webster,  Albert  S.,  '00,  [Lombard] Furnishing  Co.,  Chicago,  111. 

Webster,  Fred  C,  '06,   [Lorn.,  Stanford  U.],  Elec.  supplies,  Peoria,  111. 

Webster,  George,  M.,  '09,  [Lombard] Galesburg 

Webster,  Inez,  '02,  [Lombard,  National  Park  Sem.] Galesburg 

Webster,  Pierce,  '09,  [Lombard] Galesburg 

Weech,  Glenn  J.,  '10,  [Knox] Galesburg 

Weech,  Richard  B.,  '02,  [Knox] Farmer,  St.  Augustine,  111. 

Weidenhamer,  Florence  K,  '11,  [Post  Graduate] Galesburg 

Weidenhamer,  Fred,  '05 Motorcycle  business,  Galesburg 

Weidenhamer,  Grace  E.,  '06 Galesburg 

Weidenhamer,  Roy  J.,  '01 Brakeman,  McCook,  Neb. 

Weidenhamer,  Nellie,  '01,  (Nottleman) Bushnell,  111. 

Weinberg,  Alice  M.,  '04 Died,  1907 

Weinberg,  Catharine,  '06,   (V.  J.  Hampton) Denver,  Colo. 

Weinberg,  Helen  Louisa,  '11,  [Knox] Galesburg 

Weir,  Mildred,  '06 Galesburg 

Weir,  Winifred,  '06,  (Dr.  J.  C.  Hagen),  [Brown's] .  .Hedgesville,  Mont. 

Weisman,  Marie,  '05,   (Harold  Wilson  Grimn) Chicago,  111. 

Welch,  Frank,  '99,  [Brown's] .  .Stenographer,  E.  W.  Welch,  Galesburg 

Welcome,  Eva,  '03,   (Carter) Galesburg 

Welhoff,  Edith,  '98,  (Wald) Lexington,  111. 

Wells,  Clara  L.,  '94,  (A.  F.  Deem),  [T.  S.] Galva,  111. 

Welsh,  Vernon  M.,  '09,   [Knox] Galesburg 

Wenquist,  Judith  O.,  '98,  (Ericson),  [T.  S.] Milwaukee,  Wis. 

Wenzelmann,  Rosa,  '11,   [Knox] Galesburg 

Wertman,  Mary  E.,  '94,  (A.  D.  Stearnes),  [Knox] Galesburg 

Wertman,  Norma,  '00,  (G.  B.  Hardy),  [Knox] Galesburg 

Wertman,  Ora,  '95,  [Knox] Galesburg 

West,  Allen,  '05 Clerk,  general  offices  "Q,"  St.  Joseph,  Mo. 

West,  Bessie  A.,  '02,   [Knox] ..  .Nurse,  St.  Luke's  Hosp.,  Chicago,  111. 

West,  Byron,  '07,  [Knox,  Lake  Forest] Lake  Forest,  111. 

West,  Carl  Lee,  '00 Died,   1905 

West,  Edith,  '01,   [Knox] Died,  1906 

West,  Harry,  '05 Fireman,  "Q,"  Galesburg 

West,  Marion,  '89 Supervisor  of  Schools,  Virginia,  Minn. 

West,  Oakley,  '03,  [Brown's] Civil  Engineer,  Weiser,  Idaho 

West,  Winnifred,  '03,   (Wick),  [Knox] Bliss,  Idaho 

West,  Violet  Rosalind,  '10,  [Knox] Galesburg 

Westerblate,  Alma,  '90,  (Eagle) Died,  1896 

Westfall,  Frank,  '07,  [Brown's] ..  .Office,  Drainage  Board,  Chicago,  111. 

Westfall,  Maude,  '95 Los  Angeles,  Cal. 

Wetherbee,  Rollin  Franklin,  '09,  [Knox] Galesburg 

Wetherbee,  William  C.,  '06 Churchill  Hardware  Co.,  Galesburg 

Wetmore,  Frank,  '95,  [Knox] Land  agent,  City  of  Mexico 

Wetterburg,  Myrtle,  '06 Galesburg 

Weyand,  Anna  Grace,  '08,  [Park  College] ..  .Teacher,  Waterville,  Okla. 

Wheeler,  Hazel,  '10 Galesburg 

White,  Calvin  W.,  '09,  [Lombard,  U.  of  111.] Champaign 

White,  Edna,  '03,   (Swanson),   [T.  S.] Milestone,  Sask.,  Canada 

White,  Edna  B.,  '04,  [Knox] Teacher,  High  School,  Geneseo,  111. 

White,  Florence,  '07 Dressmaker,  Kellogg,  Drake  &  Co.,  Galesburg 

White,  Frances  Mary,  '09 Office,  C,  A.  White,  Galesburg 


326  GALESBURG   PUBLIC    SCHOOLS 

White,  Ruby,  '05,  [Knox,  T.  S.] Teacher,  Lexington,  111. 

White,  Vera  Grace,  '10 Farm,  Galesburg 

Whitfield,  Reta  A.,  '04,  [Knox] Music  teacher,  Galesburg 

Whiting,  Egbert,  '85 Kansas  City,  Mo. 

Whitman,  Pearl  M.,  '98,  (Zimmerman),  [Knox] Cameron,  111. 

Whitman,  Vera  Ray,  '11 Cameron,  111. 

Wiand,  Gertrude,  '99 Nurse,  Galesburg 

Widney,  Alice,  '99,  (Conant),  [Knox  Con.] Topeka,  Kan. 

Wikoff,  Cornelia,  '10,   (Illingworth) Galesburg 

Wilbur,  Abbie  Mae,  '10,  [Studying  music] Galesburg 

Wilbur,  Annie  L.,  '85 Principal,  Bateman  School,  Galesburg 

Wilbur,  Daisy  M.,  '98,  (Rogers) Galesburg 

Wilbur,  Fred,  '93,  [Barnes  Med.  Coll.] Physician,  Riverton,  111. 

Wilcox,  Hattie  M.,  78,  (Samuel  Ensminger) Kansas  City,  Kan. 

Wilcox,  Ray,  '03,  [Col.  Sch.  of  Oratory],  Teacher,  Las  Vegas,  N.  Mex. 

Wilder,  Mamie,  '03,    (Patton) Galesburg 

Wilds,  Wilson,  '01 Cable  Piano  Co.,  Chicago,  111. 

Wiley,  Annie  E.,  77,  (Day) Galesburg 

Wiley,  Mildred  E.,  '10,  [Knox] Galesburg 

Wilke,  Arthur,  '05 Farmer,  St.  Joseph,  Mo. 

Wilke,  David,  '01 St.  Joseph,  Mo. 

Willard,  Chas.  T.,  '64,  [Knox]  .Dealer,  paving  supplies,  New  York,  N.  Y. 

Willard,  Cordelia  M.,  '04,   (Dodds),   [Knox,  T.  S.] Omaha,  Neb. 

Willard,  Frances  C,  '63,   (Dunlap),  [Knox] Chicago,  111, 

Willard,  Silas,  '06,  [Knox] Dairy  farmer,  Shelby,  la. 

Williams,  Clarence,  '11,   [Post  Graduate] Galesburg 

Williams,  Elmer,  '08,   [Knox] Galesburg 

Williams,  Howard,  '97,  [Brown's] Died,  1905 

Williams,  Ida,  '03,   (Thome) Galesburg 

Williams,  Jennie  Alice,  '94 Clerk,  N.  P.  Nelson  Co.,  Galesburg 

Williams,  Jessie,  '00,  [Lombard] Musician,  Portland,  Ore. 

Williams,  May  T.,  '80,  [Knox,  Kindergarten  Normal] Galesburg 

Williams,  Pearl,  '08 Galesburg 

Williamson,  Addie,  '96,  (Slocum),  [Knox] Artesia,  N.  Mex. 

Williamson,  Bessie,  '03,  [Lombard]  .Teacher,  Waterman  Hall,  Sycamore 

Williamson,  Jean  B.,  '98,  (Mercheson,  [Knox] Galesburg 

Williamson,  Nellie,  '01,  (Whipple) O.  T.  Johnson  Co.,  Galesburg 

Willis,  Bruce  R,  '01 Willis  Mfg.  Co.,  Galesburg 

Willis,  Mana,  '99,  (Fisher) Springfield,  Mo. 

Willis,  Ralph  L,  '00 Willis  Mfg.  Co.,  Galesburg 

Willis,  Wm.,  '05,  [Knox] Collector,  Artificial  Ice  Co.,  Galesburg 

Willsie,  Marjorie,  '09,   [Chicago  Art  Inst,  Lombard] Chicago 

Wilson,  Bertrust,  '87 Teacher,  Dallas,  Tex. 

Wilson,  Lyman  P.,  '00,  [Knox,  U.  of  Chi.]..  ..Teacher,  Moscow,  Idaho 

Winn,  Geo.  P.,  '00,  [Knox,  Theol.  Sem.] Missionary,  Manchuria 

Winn,  Julia,  '00,  (W.  C.  Erdman),  [Knox] Manchuria 

Winter,  Edna,  '01,   (Moore) New  York,  N.  Y. 

Wisen,  Harry,  '11 Office,  O.  T.  Johnson  Co.,  Galesburg 

Wiswell,  Augusta,  C,  '81,  ( J.  W.  Eastes) Galesburg 

Witham,  Lelia  Viola,  '09 Galesburg 

Wood,  Ernest  John,  '09,  [Knox,  Cornell] Galesburg 

Wood,  Hilma,  '07,  (F.  O.  Anderson) Galesburg 

Wood,  Leslie,  '07,  [Knox,  Wash.  State  Coll.] Pullman,  Wash. 


HIGH  SCHOOL  ALUMNI.  327 

Wood,  Maude,  '08,  [Knox] Galesburg 

Wood,  Nellie  E.,  '09,  [Brown's] Office,  A.  V.  Felt  &  Co.,  Galesburg 

Wood,  Seeley  C,  '04,  [Chicago  Dental] Dentist,  Quincy,  111. 

Woodruff,  Hazel,  '06 Galesburg 

Woodward,  Florence  A.,  '67 Died, 

Woolsey,  Ethel  K.,  '02,   (White) Galesburg 

Worman,  Fred  A.,  '10 Grocery  and  real  estate,  Plymouth,  111. 

Wright,  Quincy  P.,  '08,  [Lombard] Galesburg 

Wright,  Rosalind  B,  '10,   (Clay) Rio,  111. 

Wright,  Sewall,  '05,  [Lombard,  U.  of  III] Galesburg 

Yager,  Addie,  '95,   (Smith) Chicago,  111. 

Yager,  Beatrice,  '07 Galesburg 

Yager,  Bessie,  '92,  [Pratt  Inst.] . .  .Teacher,  High  School,  St.  Louis,  Mo. 

Yager,  Isadore,  '88,   (Woods) Chicago,  111. 

Yager,  Leah,  '07 Galesburg 

Yates,  Charles  G.,  '10,  [Knox] Galesburg 

Yates,  Earl,  '07 Express  messenger,  Ft.  Madison,  la. 

Yenowine,  Bessie  V.,  '02 Stenographer,  Kansas  City,  Mo. 

Yetter,  Ruth,  '10 Galesburg 

Yocum,  Wilhelmina  K.,  '10 Nurse,  Evanston  Hosp.,  Evanston,  111. 

Young,   Anna,  '95 Galesburg 

Young,  Frederick  J.,  '09 Mail  carrier,  Galesburg 

Young,  Lena,  '99,   (Conners) Galesburg 

Young,  Marie,  '01,  (E.  E.  Patterson),  [Business  Coll.] Dallas,  Tex. 

Youngberg,  Mary  F.,  '63,  (Reed) San  Jose,  Cal. 

Youngren,  Nina  M.,  '10 Tea  Room,  O.  T.  Johnson  Co.,  Galesburg 

Zebold,  Harry  L.,  '04,  [Knox]. .  .Teacher,  Hooper,  Colo.,  Moscow,  Colo. 

Zetterberg,  Arvid  P.,  '00,  [Knox] Supt.  of  Schools,  Avon,  111. 

Zetterberg,  Edna,  '05,  [Knox] Galesburg 

Zetterberg,  Louise,  '96,  (Peterson),  [Training  School] Galesburg 

Zetterberg,  Selma,  '90,  (Stromberg),  [Knox  Con.,  Post  G.] .  .Galesburg 

Zetterholm,  Maurice  E.,  '11,  [U.  of  111.] Galesburg 

Zoll,  Constance,  '01,  ( W.  G.  Hudson) Chicago,  111. 

Zoll,  Llewellyn  S.,  '10 Office,  Dr.  Marks,  Galesburg 

Zoll,  Margaret,  '07,  (Love),  [Brown's] Chicago,  111. 


328  GALESBURG   PUBLIC    SCHOOLS 

THE  SILVER  AND  THE  GOLD 
SONG  OF  THE  GALESBURG  HIGH  SCHOOL 

[Words  and  Music  by  R.  J.  Erickson,  Class  of  '07.] 

Let  voices  raise  in  joyful  lays 

Our  High  School  dear  to  praise, 

From  the  earth  unto  the  sky 

Let  the  ringing  echoes  fly. 

Let  heroes  bold  with  pride  uphold 

The  silver  and  the  gold; 

And  all  unite  to  win  the  fight  for  Galesburg. 

CHORUS 

Dear  old  Galesburg  High  School ! 

Proudly  may  your  colors  float  for  ages  yet  untold. 

Dear  old  Galesburg  High  School ! 

Praises  to  the  silver  and  the  gold. 

Dear  old  Galesburg  High  School ! 

Your  stalwart  sons  will  ever  by  you  stand ; 

Your  daughters  fair  will  ever  round  you  rally 

And  sound  your  praises  o'er  our  land. 

In  after  years  when  we  with  tears 

Have  known  life's  hopes  and  fears, 

As  children  still  of  thee 

Our  pride  and  joy  shall  be, 

To  sing  the  song,  both  loud  and  strong, 

An  ever  swelling  throng, 

Which  we  of  yore  sang  o'er  and  o'er  for  Galesburg. 


CHAPTER  VIII. 


The  Work  of  the  Schools. 

The  printed  course  of  study  does  not  always  give  a  cor- 
rect idea  of  the  work  done  in  a  system  of  schools.  Pro- 
fession and  performance  do  not  always  correspond.  A  set 
of  questions  prepared  on  the  course  of  study  brings  out 
more  definitely  the  nature  and  scope  of  the  work  expected. 
If  these  questions  were  answered  by  the  pupils  under  the 
customary  conditions,  and  the  results  graded  by  the  teachers 
in  like  manner,  it  would  be  possible  to  form  a  reasonably 
correct  opinion  of  the  work  the  schools  were  doing.  In  the 
following  pages  may  be  found  the  Course  of  Study  for  the 
Galesburg  Schools,  a  set  of  questions  prepared  on  that 
course  of  study  in  the  office  of  the  Superintendent  and  sub- 
mitted as  a  test,  in  the  spring  of  1911,  to  those  classes  that 
were  finishing  the  different  grades ;  and  also  the  grades  the 
pupils  made  in  answering  the  questions.  At  the  time  the 
pupils  did  the  work  they  did  not  know  that  they  were  doing 
anything  more  than  taking  one  of  the  tests  that  come  to- 
ward the  close  of  their  studies  in  the  grade,  nor  did  the 
teachers  know  when  they  marked  the  papers  that  any  spe- 
cial use  would  be  made  of  the  grades  they  gave. 

The  object  was  to  get  a  snap-shot  of  the  work  of  the  pu- 
pils and  teachers,  taken  when  they  were  not  aware  of  it,  and 
thus  preserve  for  the  generations  to  come  a  fair  and  honest 
picture  of  what  the  schools  were  doing  at  the  close  of  their 
first  half  century.  The  word  "picture"  is  used  advisedly; 
because,  while  a  picture  portrays  the  striking  physical 

(329) 


330  GALESBURG   PUBLIC    SCHOOLS 

characteristics  of  a  person,  it  does  not  reveal  the  soul,  the 
manner  of  man  he  is.  It  is  so  with  the  following  pages. 
They  represent  what  may  be  called,  for  want  of  a  better 
name,  the  physical  work  of  the  school,  but  do  not  reveal  the 
spirit  that  animated  it,  that  which  was  most  worth  while — 
the  inspiration  received  by  the  pupils  to  be,  to  do,  and  to 
become,  their  very  best.  While  one  cannot  enter  a  school- 
room without  at  once  becoming  conscious  of  the  uplifting 
or  depressing  influences  that  are  silently  at  work,  the  very 
atmosphere  seeming  to  be  charged  with  them,  there  is  no 
method  of  measuring  and  expressing  these  influences  in 
per  cents.  The  work  is  here  submitted  without  any  words 
of  commendation  or  apology ;  like  all  records,  once  made,  it 
must  speak  for  itself. 


REPRESENTATIVE    SCHOOL   TESTS. 


331 


REPRESENTATIVE    SCHOOL    TESTS. 


SPELLING SECOND   GRADE. 


Times 

Per  Cent. 

Times     Per  Cent. 

Missed 

Accuracy 

Missed    Accuracy 

always 

2 

98.4 

which 

14 

88.8 

coming 

6 

95.2 

garden 

8 

93.6 

school 

2 

98.4 

color 

13 

89.6 

picture 

11 

91.2 

summer 

11 

91.2 

pencil 

24 

80.8 

lovely 

15 

88. 

mother 

1 

99.2 

because 

17 

86.4 

children 

4 

96.8 

Galesburg 

7 

94.4 

every 

3 

97.6 

shower 

33 

73.6 

friend 

13 

89.6 

flowers 

2 

98.4 

writing 

12 

90.4 

water 

6 

95.2 

pretty 

8 

93.6 

robin 

4 

96.8 

enough 

21 

83.2 

large 

5 

96. 

please 

16 

87.2 

Number  of  pupils  spelling  125 

Number  of  pupils  graded  100  52 

Number  of  pupils  graded  from  95  to  100  25 

Number  of  pupils  graded  from  90  to  95  14 

Number  of  pupils  graded  from  85  to  90  8 

Number  of  pupils  graded  from  80  to  85  14 

Number  of  pupils  graded  from  75  to  80  5 

Number  of  pupils  graded  from  70  to  75  0 

Number  of  pupils  graded  from  65  to  70  2 

Number  of  pupils  graded  from  60  to  65  1 

Number  of  pupils  graded  below  60  4 


332 


GALESBURG   PUBLIC   SCHOOLS 


SPELLING THIRD  GRADE. 


Times     Per  Cent. 

Times     Per  Cent. 

Missed    Accuracy 

Missed    Accuracy 

afraid                         10           93.4         honest 

21 

86.2 

autumn                      26           82.9         always 

12 

92.1 

thought                      13            91.4          polite 

19 

87.5 

beginning                  31            79.4          until 

32 

78.9 

beautiful                    12            92.1          sense 

66 

56.6 

pleasant                     23            84.9          spring 

3 

98. 

country                      12            92.1          Galesburg 

5 

96.7 

together                    17            88.8         vacation 

20 

86.8 

brought                       7           95.4         weather 

11 

92.8 

holiday                      22            85.5          lesson 

4 

97.4 

eight                            5           96.7         Christmas 

19 

87.5 

break                         24           84.2         because 

9 

94.1 

doctor                        10            93.4          hundred 

21 

86.2 

breath                         10            93.4          written 

20 

86.8 

build                          16           89.5         animal 

22 

85.5 

bushel                          9            94.1          minute 

28 

81.6 

middle                        12            92.1          truly 

12 

92.1 

Illinois                       26            82.9          surprise 

47 

69.1 

cousin                          6            96.1          ocean 

22 

85.5 

absent                         13            91.4          between 

15 

90.1 

squirrel                      23            84.9          forgotten 

27 

82.2 

receive                       51            66.4          believe 

39 

74.3 

soldier                        46            69.7          already 

15 

90.1 

chimney                    19           87.5         America 

14 

90.8 

people                        16           89.5          straight 

45 

70.4 

Number  of  pupils  spelling 

152 

Number  of  pupils  graded  100 

45 

Number  of  pupils  graded  from  95  to  100 

31 

Number  of  pupils  graded  from  90  to    95 

24 

Number  of  pupils  graded  from  85  to    90 

8 

Number  of  pupils  graded  from  80  to    85 

11 

Number  of  pupils  graded  from  75  to    80 

6 

Number  of  pupils  graded  from  70  to    75 

4 

Number  of  pupils  graded  from  65  to    70 

6 

Number  of  pupils  graded  from  60  to    65 

6 

Number  of  pupils  graded  below  60 

11 

REPRESENTATIVE    SCHOOL   TESTS. 


333 


SPELLING FOURTH  GRADE. 


Times     Per  Cent. 

Times 

Per  Cent. 

Missed    Accuracy 

Missed 

Accuracy 

difference                   12            93.1          actual 

45 

74. 

country                        1            99.4          believe 

42 

75.7 

mountain                   11            93.6          capital 

14 

91.9 

island                           3            98.3          distance 

15 

91.3 

product                        6            96.5          examine 

66 

61.8 

connect                       12            93.1          fraction 

24 

86.1 

Indian                        14            91.9          furnish 

24 

86.1 

peninsula                   58            66.5          journey 

32 

81.5 

area                              3            98.3          benefit 

59 

65.9 

question                     34            80.3          calendar 

61 

64.7 

yesterday                     1            99.4          damage 

11 

93.6 

breakfast                     8            95.4          fertile 

87 

49.7 

telephone                   39            77.5          generous 

58 

66.5 

through                      23            86.7          latitude 

28 

83.8 

violets                        22            87.3          magazine 

73 

57.8 

exercise                     60           65.3          opposite 

79 

54.3 

machine                     58            66.5          quotient 

37 

78.6 

minuend                    42            75.7          separate 

76 

56.1 

message                     31            82.1          vertical 

94 

45.7 

business                     66            61.8          average 

36 

79.2 

division                      36            79.2          dishonest 

36 

79.2 

language                    11            93.6          receive 

68 

60.7 

family                        22            87.3          several 

38 

78. 

multiply               .      17            90.2          wonderful 

18 

89.6 

comfortable              37            78.6         medicine 

59 

65.9 

Number  of  pupils  spelling 

173 

Number  of  pupils  graded  100 

16 

Number  of  pupils  graded  from  95  to  100 

17 

Number  of  pupils  graded  from  90  to    95 

27 

Number  of  pupils  graded  from  85  to    90 

20 

Number  of  pupils  graded  from  80  to    85 

17 

Number  of  pupils  graded  from  75  to    80 

15 

Number  of  pupils  graded  from  70  to    75 

21 

Number  of  pupils  graded  from  65  to    70 

5 

Number  of  pupils  graded  from  60  to    65 

15 

Number  of  pupils  graded  below  60 

20 

334 


GALESBURG   PUBLIC   SCHOOLS 


SPELLING FIFTH  GRADE. 


Times 

Per  Cent. 

Times     Per  Cent. 

Missed 

Accuracy 

Missed    Accuracy 

altogether 

13 

85.7 

bicycle 

26 

71.4 

believe 

20 

78. 

boundary 

21 

76.9 

business 

36 

60.4 

citizens 

18 

80.2 

capital 

12 

86.8 

decimal 

33 

63.7 

commerce 

22 

75.8 

definition 

44 

51.6 

companion 

13 

85.7 

difficult 

47 

48.4 

diameter 

28 

69.2 

enough 

6 

93.4 

education 

14 

84.6 

expect 

9 

90.1 

electric 

15 

83.5 

government 

40 

56. 

equator 

4 

95.6 

horizon 

33 

63.7 

foreign 

45 

50.5 

hospital 

26 

71.4 

geography 

11 

87.9 

literary 

30 

67. 

impatient 

25 

72.5 

consonant 

42 

53.8 

adjective 

2 

97.8 

convenient 

37 

59.3 

autumn 

11 

87.9 

courtesy 

52 

42.9 

calendar 

29 

68.1 

deceive 

37 

59.3 

canal 

17 

81.3 

engineer 

36 

60.4 

enemy 

19 

79.1 

exhibition 

42 

53.8 

heroes 

22 

75.8 

grief 

15 

83.5 

irregular 

27 

70.3 

knowledge 

25 

72.5 

library 

26 

71.4 

material 

41 

54.9 

neither 

23 

74.7 

necessary 

54 

40.7 

preposition 

12 

86.8 

objective 

2 

97.8 

prisoner 

8 

9L2 

ordinary 

29 

68.1 

singular 

2 

97.8 

particular 

11 

87.9 

Number  of  pupils  spelling 
Number  of  pupils  graded  100 
Number  of  pupils  graded  from  95  to  100 
Number  of  pupils  graded  from  90  to 
Number  of  pupils  graded  from  85  to 
Number  of  pupils  graded  from  80  to 
Number  of  pupils  graded  from  75  to 
Number  of  pupils  graded  from  70  to 
Number  of  pupils  graded  from  65  to 
Number  of  pupils  graded  from  60  to 
Number  of  pupils  graded  below  60 


92 

4 

.00 

3 

95 

15 

90 

13 

85 

7 

80 

12 

75 

8 

70 

5 

65 

4 

21 

REPRESENTATIVE    SCHOOL    TESTS. 


335 


SPELLING SIXTH  GRADE. 


Times     Per  Cent. 

Times 

Per  Cent. 

Missed    Accuracy 

Missed 

Accuracy 

assistance                  19            88.3          dictionary 

15 

90.8 

behavior                     17            89.6          participle 

11 

93.3 

conceal                       13            92.            ridiculous 

70 

57.1 

distribute                    17            89.6          innocence 

61 

62.6 

excel                           29            82.2          similar 

44 

73. 

favorite                      15            90.8          ambitious 

51 

68.7 

foreign                       26            84.1          inconvenient 

48 

70.6 

necessary                  25            84.7          suggest 

39 

76.1 

obedience                   45            72.4          prefer 

7 

95.7 

practice                      20            87.7          anxiety 

45 

72.4 

chorus                         17            89.6          influence 

22 

86.5 

remedy                       14            91.4          automobile 

15 

90.8 

industry                       5            96.9          umbrella 

39 

76.1 

realize                        14            91.4          sociable 

.  37 

77.3 

forests                        21            87.1          envelope 

17 

89.6 

balance                        6            96.3          average 

9 

94.5 

debtor                        33            79.8          masculine 

12 

92.6 

conscious                   86            47.2          nominative 

10 

93.9 

prairie                         51            68.7          possessive 

22 

86.5 

exhibit                        36            77.9          comparative 

22 

86.5 

recognize                  56           65.6         article 

25 

84.7 

separate                     24            85.3          received 

28 

82.8 

diligence                    28            82.8          business 

41 

74.8 

customary                 30            81.6          sensible 

50 

69.3 

decision                     43            73.6          committee 

62 

62. 

Number  of  pupils  spelling 

163 

Number  of  pupils  graded  100 

6 

Number  of  pupils  graded  from  95  to  100 

20 

Number  of  pupils  graded  from  90  to    95 

36 

Number  of  pupils  graded  from  85  to    90 

16 

Number  of  pupils  graded  from  80  to    85 

13 

Number  of  pupils  graded  from  75  to    80 

12 

Number  of  pupils  graded  from  70  to    75 

23 

Number  of  pupils  graded  from  65  to    70 

10 

Number  of  pupils  graded  from  60  to    65 

6 

Number  of  pupils  graded  below  60 

21 

336 


GALESBURG   PUBLIC   SCHOOLS 


SPELLING SEVENTH   GRADE. 


Times     Per  Cent. 

Times 

Per  Cent. 

Missed    Accuracy 

Missed 

Accuracy 

resign                           7            96.9          variety 

40 

82.5 

pamphlet                   29            87.3          animal 

6 

97.4 

colonial                      11            95.2          capacity 

47 

79.4 

photograph                 8            96.5          nuisance 

74 

68. 

apposition                   7            96.9         preposition 

5 

97.8 

interrogative             11            95.2          obliging 

21 

90.8 

commercial                13            94.3          neighborly 

16 

93. 

plumber                     14            93.9          military 

14 

93.9 

census                        22            90.4          possession 

22 

90.4 

bouquet                      52            77.2          ancestor 

15 

93.4 

luncheon                    25            89.            foreign 

20 

91.3 

electrician                 40            82.5          audience 

67 

70.6 

important                    4            98.2          courtesy 

35 

84.6 

parallel                      82            64.           chocolate 

29 

87.3 

apostrophe                82            64.            dimensions 

67 

70.6 

Sabbath                     55            75.9         hesitate 

15 

93.4 

acquaintance             54            76.3          necessary 

66 

71.1 

contagious                 69            69.7          secretary 

27 

88.2 

mucilage                    91            60.1          sandwich 

34 

85.1 

discipline                 108            52.6          delegate 

45 

80.3 

correspondent          57            75.            ancient 

24 

89.5 

manager                     18            92.1          finally 

52 

77.2 

premium                    31            86.4         visible 

35 

84.6 

bulletin                      53            76.8          musicians 

47 

79.4 

experiment                32            86.            percentage 

7 

96.9 

Number  of  pupils  spelling 

228 

Number  of  pupils  graded  100 

15 

Number  of  pupils  graded  from  95  to  100 

43 

Number  of  pupils  graded  from  90  to    95 

52 

Number  of  pupils  graded  from  85  to    90 

20 

Number  of  pupils  graded  from  80  to    85 

36 

Number  of  pupils  graded  from  75  to    80 

13 

Number  of  pupils  graded  from  70  to    75 

12 

Number  of  pupils  graded  from  65  to    70 

10 

Number  of  pupils  graded  from  60  to    65 

10 

Number  of  pupils  graded  below  60 

17 

REPRESENTATIVE    SCHOOL   TESTS. 


337 


SPELLING — EIGHTH  GRADE. 


Times     Per  Cent. 

Times 

Per  Cent. 

Missed    Accuracy 

Missed 

Accuracy 

possibility                 22            91.2          frontier 

10 

96. 

vigilance                    42            83.1          mercenary 

73 

70.7 

territory                     13            94.8          compromise 

8 

96.8 

solitary                      15            94.            tradition 

9 

96.4 

unconscious              44            82.3          average 

5 

98. 

politician                   33            86.7          civilization 

20 

92. 

antecedent                 38            84.7          abbreviation 

102 

59. 

equinox                      31            87.5          manufacture 

4 

98.4 

alternate                      7            97.2          ordinance 

21 

91.6 

gymnasium               34            86.3          Christian 

26 

89.6 

sincerity                    26            89.6          security 

10 

96. 

duplicate                    17            93.2          disobedient 

56 

77.5 

deficit                       127           49.           aluminum 

56 

77.5 

ascension                  78           68.7         compulsory 

27 

89.2 

interurban                 30            88.            tenement 

43 

82.7 

eligible                      112            55.            trolley 

31 

87.5 

precedent                  51            79.5         tariff 

24 

90.4 

anonymous              150            39.8          financial 

39 

84.3 

mechanism                85            65.9          telegram 

3 

98.8 

burial                         22            91.2          assessor 

56 

77.5 

icicle                           39            84.3          biography 

11 

95.6 

secession                   34            86.3          representative 

75 

69.9 

centennial                  58            76.7          puncture 

7 

97.2 

pioneer                        8            96.8          neutrality 

32 

87.1 

petition                      10            96.            thermometer 

42 

83.1 

Number  of  pupils  spelling 

249 

Number  of  pupils  graded  100 

19 

Number  of  pupils  graded  from  95  to  100 

45 

Number  of  pupils  graded  from  90  to    95 

61 

Number  of  pupils  graded  from  85  to    90 

29 

Number  of  pupils  graded  from  80  to    85 

34 

Number  of  pupils  graded  from  75  to    80 

16 

Number  of  pupils  graded  from  70  to    75 

14 

Number  of  pupils  graded  from  65  to    70 

7 

Number  of  pupils  graded  from  60  to    65 

4 

Number  of  pupils  graded  below  60 

20 

338 


GALESBURG   PUBLIC   SCHOOLS 

ARITHMETIC SECOND  GRADE. 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 
100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 

low 
60 

3  eggs  and  3  eggs  are                 eggs  ' 

5  cents  and  4  cents  are  cents' 

1   4  flags  and  6  flags  are  flags  ? 

96  6 

1  4 

2  0 

8  books  and  2  books  are  books' 

7  girls  and  5  girls  are                 girls  ' 

6  cents  less  4  cents  are                 cents  ' 

2  11  stars  less  9  stars  are  stars' 

89  8 

1  4 

6  1 

7 

2  0 

5  days  less  2  days  are  days? 

8  girls  less  3  girls  are   .  .  .          girls' 

2  times  4  apples  equals  apples? 

3  3   times  3  apples  equals      .            apples  ' 

H9.8 

.7 

V..S 

.7 

1.4 

3  times  4  cents  equals  cents? 

J^  of  6  cents  are  cents? 

1-3  of  6  hens  are  hens' 

4   J4   of  8  flags  are  flags? 

66  7 

7 

19  0 

7  5 

6  1 

}4   of  5  apples  are  apples' 

2-3  of  9  stars  are                 stars' 

15  plus  6  equals  ' 

25  plus  6  equals                  ' 

91  8 

1  4 

6  8 

45   plus  6   equals  ? 
55  plus  6  equals  ? 

The  perimeter  of  a  2-in.  square  is  inches? 

79  6 

70  4 

7   The  area  of  an  oblong  2   in.  bv  4  in.   is  

89  8 

7 

9  5 

square  inches? 

8  A  cube   has  edges  ' 

87  1 

14 

40 

fi  ft 

.... 

2   yards  are   feet' 

9  1    foot  and   3   inches  are  inches' 

fif:  o 

20 

17  7 

7 

61 

7  S 

10  pints  are  quarts? 
8   quarts  are  pints? 

From    9    o'clock    till    12    o'clock    is  hours? 
Ifl   From    1    o'clock    till    4    o'clock    is.  ...hours? 

72.1 

.7 

4.1 

8.2 

15.0 

Half  an    hour   is  minutes' 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

34.7 

42.2 

11.6 

5.4 

.7 

5.4 

Number  of  different  pupils  taking  the  above  test,  147. 


REPRESENTATIVE    SCHOOL    TESTS. 
ARITHMETIC — THIRD  GRADE. 


339 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 
low 
60 

Add: 
843 
1            226 
367 

Subtract: 
2           368 
184 

Multiply  : 
,           758 
3                 6 

Divide  : 
5)825 

The  sum  of  8  and   4  is  ?     The  differ- 

99.0 
98.0 

88.9 
93.9 

96.0 
90.9 

43.4 

63.6 
87.9 

47.5 

1.0 
2.0 

11.1 
5.1 

1.0 

8.1 

17.2 

17.2 
9.1 

13.1 

1  0 

1.0 
1.0 

1.0 
1.0 

3.0 

2.0 

1.0 

.       ence   of   8   and   4   is              .  .  '      The   product 

5       of  8   and   4   is  ?     The  quotient  of   8 

divided   by   4   is  ? 

The  area   of  an   oblong   5    inches   wide   and    6 
6       inches    long    is  square    inches?      The 

perimeter   of   a    triangle   each    side    of    which 

18.2 

5.1 
2.0 

19.2 

3.0 
12.1 

17.2 
1.0 

Yz    plus    1-6    equals  ?      1-3    minus    2-9 
tj       equals  ?      l/t    of   1-3   equals  ? 

2  14  x  3  equals  '     2  Y%  equals      

o  Three  fifths  plus  three  tenths  are  tenths' 

One  third  and  one  fourth  are  twelfths? 

Q  James  had  a  peice  of  copper  wire;   it  was  1.5 
"       inches    long;    he   divided   it   into   three   equal 
pieces;   each  piece  was  long' 

3.0 

14.1 

6  bu.  equals  pk. 

9  yd.   2   ft.   equals  ft. 
10  26  days  equals  wk.,    days' 

6  gal    3  qt    equals                 qt. 

25   in.  equals  ft.,    in? 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

21.2 

48.5 

17.2 

9.1 

2.0 

2.0 

Number  of  different  pupils  taking  the  above  test,  99. 


340 


GALESBURG   PUBLIC   SCHOOLS 

ARITHMETIC — FOURTH   GRADE. 


PER   CENT.    OF   PUPILS    RECEIVING   THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 

80 

60 
to 
70 

Be- 
low 
60 

1   Dictate:     2,463;   8,008;  5,207;   1,110;  2,039. 
2  143,456  divided  by  32  ? 

87.9 
77.6 

82.8 
81.0 

55.  7 
82.2 
50.0 
75.9 
94.3 

80.5 

.... 

4.0 

.6 
6 

4.0 

3.4 
21.8 

16.1 

17.2 

19.0 
11.5 
41.4 
21.8 
5.7 

14.9 

The  quotient  is  8;   the  divisor  is  3;   the  divi- 
•i       dend  is  ' 

1.1 
1.1 

1.1 

2.9 
.6 
1.1 

The  product  of  two  numbers  is  42;  one  of  the 
numbers  is  6  ;  the  other  number  is  ? 

19.5 
2.3 
1.7 

.6 

2.9 
.6 
3.4 
1.1 

1.7 
.6 
2.9 

A   The    difference    of    two    numbers    is     9;     the 
smaller    number    is    21;    the    larger    number 
is  ? 

5-7  plus    %   equals  ? 

e  5-9  minus  7-18*  equals   .        .    .  ' 

6  times  52-3  equals                  * 

3-7  divided  by  2  equals  ? 

6   Divide  $24.45  by  3. 
Divide  $24.45  by  .03. 

Add:     4  gal.  1  qt. 
7                 1  gal.  3  qt. 

Divide  5  bu.  2  pk.  by  2. 

8  A  blackboard  is  10  ft.  long  and  4  ft.  wide;  its 
area     is  sq.     ft  •     its     perimeter     is 

ft? 

25  cents  pays  for  7  oranges;  50  cents  pays  for 
o       oranges  ? 

75   cents  pays   for  9   rides;   25   cents   pays   for 

1.1 

2.3 

.6 

.6 

The    area    of    one    face    of    a    5-inch    cube    is 
-  /-»       sq.  in' 

1U   The  area  of  all  the  faces  is  sq.   in.  ? 

PER   CENT.    OF   PUPILS    RECEIVING   THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

21.3 

35.6 

22.4 

10.3 

2.3 

8.0 

Number  of  different  pupils  taking  the  above  test,  174. 


REPRESENTATIVE    SCHOOL    TESTS. 

ARITHMETIC FIFTH   GRADE. 


341 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 
100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 
low 
60 

1  Dictate:      75.7;    4,067;    3.245;    462,025;    75,210; 
25.25.     Find  the  sum  of  the  above  numbers. 

54.6 

2.3 

8.5 

6.2 

9.2 

19.2 

2  Divide  270,800  by  987. 

74.6 

8.5 

2.3 

.8 

2.3 

11.5 

_   Find  the  prime  factors  of  108,   98,   40.     What 
3       is   the  L.    C.    M.    of   16,    12    and   6?      Of   15 
and  109? 

81-15   less  57-10  equals  ?     l8l/2   times 

48.5 

40.8 
49.2 

3.8 

9.2 

7.7 

16.2 

9.2 

12.3 

6.9 

3.8 
1.5 

4.6 

9.2 
3.1 

20.0 

27.7 
26.2 

2  1-3   equals                  ' 

4  7    divided    by    4-5    equals  ?       6^4     di- 

vided   by    2^2    equals                 ?      21  2-3    di- 

vided by  5  equals  ' 

C  Change   y\   and  4-5  to  decimal  fractions.     Mul- 
tiply $534  by  .003.     Divide  $724  by  $.08. 

Find  the  cost  of  2350  brick  at  $8  per  M.     10 
6       Ib.    beef   at    $14    per   cwt.      3000    Ib.    hay    at 
$16  per  ton. 

45.4 

3.8 

10.8 

7.7 

5.4 

26.9 

Make  a   receipted   bill   of  the   following  items, 
sold    by   your   grocer    to   your    father:      May 
7       1,   18  Ib.   sugar   @    .05;   May  1,   1  sack  flour 
$1.75;   May   13,   3l/2   Ib.   cheese   @    .25;   May 
15,  4  Ib.  coffee  @   .35. 

46.9 

10.8 

15.4 

6.9 

3.1 

16.9 

How  many  acres  in  a  piece  of  land  25  rods  by 
8       32  rods?     How  much  will  it  cost  to  build  a 
fence  around  it  at  35c  a  rod? 

31.6 

6.9 

6.9 

5.4 

3.1 

46.2 

If   8    Ib.    of   sugar   are   worth   50c,    12    Ib.   are 
9       worth  ? 

69.2 
80.0 

1.5 
1.5 

3.1 
4.6 

4.6 

1.5 

24.6 
9.2 

331-3   per  cent,   of  18   is  ? 

10  12  is  50  per  cent,  of  ? 
2  is  per  cent,  of  8  ? 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

5.4 

30.0 

24.6 

16.9 

10.0 

13.1 

Number  of  different  pupils  taking  the  above  test,  130. 


342 


GALESBURG   PUBLIC   SCHOOLS 

ARITHMETIC — SIXTH   GRADE. 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 
low 
60 

1   Factor  24,  36  and  40  and  find  their  L.  C.  M. 

94.8 

2.6 



.6 



1.9 

Reduce  -zrr  to  a  simple  fraction. 

2   Multiply  241-3  by  8*4. 
Divide  12  by  2H- 
Divide   175  1-5  by  6. 

65.6 

6.5 

9.1 

7.1 

2.6 

9.1 

3  Divide  428,    42.8,    4.28.    428,  by  .04. 

68.8 



5.8 

7.8 

1.3 

16.2 

A   The  specific  gravity  of  dry  sand  is  about  two. 
A  cubic  foot  of  dry  sand  weighs  Ibs  ? 

89.0 

82.5 

.6 

1.9 

4.5 

.6 

2.6 

.6 

8.4 
9.1 

C  Find  the  cost  of  16  pcs.  of  lumber  2x4,  18  ft. 
at  $12  per  M. 

Mr.  A.  owns  the  W.   *A  of  the  S.  W.   Y*  of  a 
section  of  land.     Draw  a  section,  and  show 
6       on    the    diagram    where    his    farm    is.      How 
many   acres   in   it?      How   many  rods  of   the 
fence  are  needed  to  enclose  it? 

76.0 

2.6 

3.9 

5.2 

.6 

11.7 

7  If  24  sheep  cost  $86,  how  much  will  36  sheep 
cost  at  the  same  rate? 

82.5 

2.6 

3.2 

1.3 

.... 

10.4 

A  merchant   bought  goods   for   $300    and   sold 
8       them   for   $337.50.      What   was   his   per   cent, 
of  profit? 

65.6 

1.3 

7.1 

3.2 

.6 

22.1 

Mr.   A.   borrowed   $820  of  Mr.   B.   on   May  1, 
9       1911.      How   much   must   he   pay   Mr.    B.    on 
July  1,  1912,  if  he  pays  6  per  cent,  interest? 

66.2 

2.6 

5.8 

5.2 

1.9 

18.2 

•IQ  In  a  square  floor  are  576  :sq.   ft.     How  many 
feet  are  on  one  side  of  it? 

81.2 

.6 

3.2 

1.3 

.... 

13.6 

PER   CENT.    OF   PUPILS    RECEIVING   THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

23.4 

33.1 

28.6 

11.0 

1.9 

1.9 

Number  of  different  pupils  taking  the  above  test,  154. 


REPRESENTATIVE    SCHOOL    TESTS. 
ARITHMETIC — SEVENTH  GRADE. 


343 


PER   CENT.    OF    PUPILS    RECEIVING   THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 

low 
60 

Write  from  dictation  and  add: 

274.36 

1               38.007 

95.1 

1.3 

2.2 

.9 

.4 

74.0275 

7.4674 

52.0006 

/%  2  664  divided  by    024  equals                  ? 

91.2 

1.3 

1.8 

.4 

5.3 

"  .075  divided  by  15  equals  ? 

Solve   the   following  numbers   into   their  prime 
7       factors    and    determine    their    L.    C.    M.    and 
G.   C.   D.:   12,  15,  42,   60. 

86.0 



5.7 

1.3 

.4 

6.6 

10-21  plus   l/\   plus  23-28  equals  ? 

80.3 

5.3 

5.3 

3.9 

.9 

4.4 

4  47^4  minus  18  2-5  equals    ...        .  ? 

If   3  1-5    tons   of    coal    cost    $20.48,    how   much 
5       will  11  9-10  tons  cost? 

86.0 

3.5 

3.5 

7.0 

Change  to  decimals:   7-20,    ft,  3-16. 
6  Change  to  common  fractions:   .125,  .0375,   .16. 

65.8 

6.6 

14.5 

4.4 

2.6 

6.1 

Edna    has   a    certain    number    of    pennies    and 

May   has   9   more  than   twice  as   many.      To- 
7       gether   they   have   93.      How   many   has   each 

70.6 

2.2 

4.4 

2.6 

.... 

20.2 

girl? 

In    a    right    triangle    one    of    the   angles    is    40 
o       degrees.     How  many  degrees  in  each  of  the 
other  two  angles?     Draw  such  a  triangle. 

73.2 

2.2 

2.2 

2.6 

.9 

18.9 

A   real   estate  agent   sold   a   piece  of  property 

upon    which    his    commission   at   5    per    cent. 

Q       amounted    to    $275.      What    was    the    selling 
"       price   of   the    property?      How    much    should 
the    owner    receive    for    the    property    after 
deducting  the  commission? 

82.0 

.4 

4.8 

12.7 

A    man    pays    $175.34    taxes    when    the    rate    is 

t          5J4    per   cent,    of    the   assessed   value.      Find 
lv       the  assessed  value.     Find  the  real  value,   if 

68.0 

2.2 

2.6 

3.5 

23.7 

the  assessed  value  is  y\   of  the  real  value. 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

27.2 

38.6 

18.4 

10.1 

2.6 

3.1 

Number  of  different  pupils  taking  the  above  test,  228. 


344 


GALESBURG   PUBLIC   SCHOOLS 

ARITHMETIC — EIGHTH   GRADE. 


PER   CENT.    OF   PUPILS    RECEIVING   THESE   GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 
100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 

low 
60 

Date   of    note,    Nov.    12,    1901.      Face,    $1500. 

1        Interest,   6   per  cent.     Payments  made:   $180 
A       on    Jan.    9,    1902,    $425    on    June    18,    1903. 

43.6 

4.2 

19.9 

8.5 

3.4 

20.3 

What  was  due  Aug.  16,  1904? 

The   directors   of  a   company   whose  capital   is 

$5000    determined    to    distribute    among    the 

stockholders    $2500    of   profits. 
2       (a)     A  dividend  of  what  per  cent,   was  de- 

76.3 

.4 

3.0 

1.3 

.4 

18.6 

clared? 

(b)     How    much    does    a    man    receive    who 

owns   15   100-dollar  shares? 

3  What  is  the  ratio  of  the  area  of  a  2-inch  square 
to  the  area  of  a  6-inch  square? 

86.0 

1.3 

1.3 

.8 

.4 

10.2 

A   If  7  tons  of  coal  can  be  bought  for  $26,  how 
many  tons  can  be  bought  for  $39? 

89.8 

2.1 

1.3 

.4 

.4 

5.9 

c  Find  the  side  of  a  square  equal  in  area  to  a 
0       rectangle   that   is   15   feet  by   60   feet. 

85.6 

2.1 

4.2 

8.1 

At  24  cents  a  square  yard,  how  much   will  it 

f-       cost  to  plaster  a  room  that  is  17  feet  by  20 
°       feet  and  10  feet  from  the  floor  to  the  ceiling, 

66.5 

3.0 

8.1 

3.0 

1.7 

17.8 

deducting  16  square  yards  for  openings? 

-  Find  cost  at   $9.50   per  M.   of   8  pieces  scant- 
'        ling  3  in.   by   4   in.   14   feet  long,  and   9,   12 
feet  1-inch  boards  each  12  inches  wide. 

59.3 

2.1 

5.9 

4.7 

3.4 

24.6 

Q   Find  approximately   the   number   of   gallons   in 
°       a    rectangular   tank    3    feet   by    4    feet   by    8 

78.0 

3.8 

3.0 

1.7 

.8 

12.7 

feet  if  1  cu.  ft.  equals  ll/2   gallons. 

If  a   certain    room    is   twice  as    long   as    it   is 

o       wide,  and  the  area  of  the  floor  is  968  square 
feet,  what  is  the  length  and  the  breadth  of 

59.3 

4.2 

8.1 

1.3 

1.7 

25.4 

the  room?     (Work  this  by  algebra.) 

How  can  you  find  the  diameter  of  a  circle  if 

the  circumference  is  given?     Find  circumfer- 

ence and  area  of  a  circle  whose  diameter  is 

10       8  feet. 

52.5 

4.7 

16.9 

5.9 

2.5 

17.4 

I  am  thinking  of  a  cube  whose  entire  surface 

is  150  sq.  in.     What  is  the  length  of  one  of 

its  edges? 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

15.3 

36.4 

24.2 

14.4 

6.8 

3.0 

Number  of  different  pupils  taking  the  above  test,  236. 


REPRESENTATIVE    SCHOOL    TESTS. 
LANGUAGE — SECOND  GRADE. 


345 


PER   CENT.    OF    PUPILS    RECEIVING   THESE   GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 

90 

70 
to 

80 

60 
to 

70 

Be- 
low 
60 

1   Copy  first  verse  on  page  72  of  Second  Reader. 

Describe  the  picture  on  page  9  of  your  Reader 
by  answering  these  questions: 
Where  are  these  children? 
2         What  are  they  doing? 
What  is  one  boy  doing  with  his  boat? 
What  has  another  boy  in  his  hand? 
Are  there  any  ships  coming  to  land? 

The  first  month    in  the  year  is   .  .        .     Christ- 

85.4 
50.0 

61.8 
72.9 

12.5 
17.4 

9.7 

.7 

2.1 
18.1 

11.1 
2.8 

4.9 

11.8 
9.7 

2.1 
2.1 

7.6 

5.6 
11.8 

the  week  are   ,    ,    , 

,  and   

4  Change  to  mean  more  than  one:     The  robin  is 
singing.     It  was  in  the  maple  tree. 

t   Change    to    mean    one:      The   boys    have    new 
tops.      They   are   red. 

I    (saw,   seen)  a  bluebird   in  our  yard.     Have 
f-       you  (saw,  seen)  many  birds  this  spring?  The 
children    have    (did,    done)    their    work    well. 
Now  they  have  (gone,  went)  home. 

79.2 
60.4 

4.2 
2.8 

4.9 
7.6 

11.8 
12.5 

16.0 

.7 

w  Leave  out   the  apostrophe  and   put   in   all   the 
letters:     I've  read  this  book.     Wouldn't  you 
like   to   read   it? 

90.3 

4.2 

.7 

.7 

4.2 

o    Fill  the  blanks  with  a  or  an: 
In  the  dish  there  is  apple,  pear, 
orange,  and    banana. 

9  (May,  can)  I  (teach,  learn)  Mary  our  new  song? 

10  I  have  a  (new,  knew)  (blue,  blew)  top. 
Uncle  John  (cent,  sent)  it  (to,  two,  too)  me. 

81.3 

78.5 
73.6 

2.1 

2.8 
9.0 

3.5 

4.2 
6.9 

4.2 

1.4 

7.6 

14.6 
3.5 

6  9 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

17.4 

53.5 

18.7 

5.6 

4.2 

.7 

Number  of  different  pupils  taking  the  above  test,  144. 


346 


GALESBURG   PUBLIC    SCHOOLS 
LANGUAGE — THIRD  GRADE. 


PER   CENT.    OF   PUPILS    RECEIVING   THESE   GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 
100 

80 
to 
90 

70 
to 

80 

60 
to 
70 

Be- 
low 
60 

1   Copy  the  first  stanza  of  "The  Red,  White  and 
Blue,"  on  page  261  of  Reader. 

77.8 

8.1 

9.1 

3.0 

.... 

2.0 

Write    a    letter    to    Mr.    Steele.      In    the    first 

paragraph,   tell  how   old  you  are,  where  you 
2       live,  where  you  go  to  school  and  your  teach- 

45.5 

13.1 

20.2 

8.1 

7.1 

6.1 

er's    name.      In    the    second    paragraph,    tell 

what  you  study  and  which  study  you   enjoy 

most. 

Combine: 

•3           The  acorn  is  little. 
The  acorn  is  brown. 

78.8 

10.1 

7.1 

1.0 

.... 

3.0 

The  acorn   is   the   fruit  of   the  oak  tree. 

Abbreviate  italicized  words: 

4  Mister  and  Mistress  Cecil  Lane  Clark  live  on 
the    corner     of     Fourth     Avenue     and     Elm 

83.8 

7.1 

4.0 

1.0 

1.0 

3.0 

Street. 

Rewrite,  using  the  words  has  or  have  in  each 

sentence. 

Grace  ate  her  lunch. 

£•           He  tore  his  coat  on  a  nail. 
I   took  a  music   lesson. 

64.6 

7.1 

21.2 

1.0 

1.0 

5.1 

Harold  wrote  a  letter. 

We  hear  birds  sing. 

Fill  blanks  with  I,  he,  she,  we,  they,  him,  or 
her: 

f-       Who  is  at  the  door  ?     It  is  ... 

74.7 

12.1 

3.0 

4.0 

6.1 

"       Those  books  were  given  to    

It  was   and   who  sang  the 

song. 

Who  ate  the  candy  ?   and   

7  Make  these  words  show  ownership  in  sentences: 
father,  girls,  children,   Fido. 

67.7 

7.1 

6.1 

10.1 



9.1 

Taller,  tallest: 

Q       Of  the  two  boys  James  is  the   but 

82.8 

3.0 

1.0 

1.0 

12.1 

Fred  is  the   .                 of  all  the  boys 

Q  Put  in  quotation  marks  where  needed: 
y       Do  you  hear  the  bird  singing?   asked  Lucy. 
Clara  answered,   Yes. 

81.8 

9.1 

1.0 

1.0 

7.1 

Use  correct  word: 

We  paid  our  (fair,  fare)  to  the  conductor. 

i0       She  put  the  (pale,  pail)  of  water  on  the  table. 
The  crocus  is  an  early  (flower,  flour). 

71.7 

6.1 

5.1 

9.1 

8.1 

The   boy    (rode,    road)    to   the    store   on    his 

bicycle. 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

16.2 

58.6 

17.2 

4.0 

.... 

4.0 

Number  of  different  pupils  taking  the  above  test,  99. 


REPRESENTATIVE    SCHOOL    TESTS. 


347 


LANGUAGE — FOURTH   GRADE. 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 
100 

80 
to 
90 

70 
to 
80 

60 
to 

70 

Be- 

low 
60 

1    Dictate  a  paragraph  or  stanza  with  which  your 
pupils  are   familiar. 
Write  a   letter  of  two   paragraphs   to  a   friend 
telling  in  the  first  paragraph  what  work  you 
2       are  doing  and  how  you  like  it. 
In  the  second  paragraph  tell  about  the  closing 
day    exercises   and    how    you    hope   to   spend 
your  vacation. 
Place  commas  where  needed: 
Fido   my  pet  dog  caught  a  rabbit. 
3  Harry  have  you  seen  my  book? 
Yes  Helen  it  is  on  the  library  table. 
The   gardener   said    "I   raise  beets    lettuce   rad- 
ishes and   peas  in  my  garden." 
Fill  blanks  with  who,  which  or  that. 
A    Here   is   the  girl      sang. 

40.4 
39.9 

54.5 
75.8 

60.7 

65.7 
70.2 
42.7 
75.3 

61.8 

19.1 
12.4 

20.2 
5.1 

2.2 

1.7 
5.1 
20.2 
5.1 

3.9 

18.0 
20.8 

13.5 
1.7 

24.7 

16.3 
8.4 
9.6 
1.1 

19.7 

7.9 
10.1 

4.5 
10.1 

2.8 

1.1 
1.7 
6.7 
.6 

2.2 

5.6 
5.1 

2.8 
1.7 

7.3 

9.6 
6.7 
5.6 
1.7 

11.2 

9.0 

11.8 

4.5 
5.6 

2.2 

5.6 
7.9 
15.2 
16.3 

1.1 

The  book    I   read      was  interesting. 

Where   are   the   boys  and    dogs    were 

playing  in  the  yard? 
Fill  blanks  with  who,  whose  or  whom. 
do  you  see  * 

e    glove   did   she  find? 

With    .    .      .    .    are  you  going? 

is  coming  with   her? 

To            ....   did  you  speak? 

Place  correct  form  of  verb  in  sentences. 
think.    He  has   the  matter  over. 

climb.     He    .  the  tree  yesterday. 
blow     The  whistle    five  minutes  ago. 

rise     James  has               .  .   from  his  seat. 

Use  the  correct  form  of  the  verbs  in  the  blanks. 
i-r  lie    lay  a  rug  by  the  door   for  the 

'        dog  to    on. 

sit,   set.     You   may    the   vase   on   the 
table  and        down. 

Analyze: 
The  faithful   dog  saved  the  child's  life, 
g  The    lady    in    black   brought    the   tea    from    the 
counter. 
The   brave  seamen   of   the   United    States    have 
performed  many  daring  deeds. 

has  or  has  got. 
That    boy                        more    marbles    than    any 

9       of  us. 
don't  or  doesn't. 
He           .  .     play  marbles  for  "keeps"  either. 

Some     Sum       boys    were    chasing    a 

squirrel. 
Their     There       are    the    flowers    we 

wanted. 

window. 
read    red.    We   the  story  together. 

sight    site     The                  .    for  the  building  was 

a  very  good  one. 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  OUESTIONS. 

7.3 

47.2 

27.5 

10.1 

6.2 

1.7 

Number  of  different  pupils  taking  the  above  test,  178. 


348 


GALESBURG   PUBLIC   SCHOOLS 

LANGUAGE FIFTH  GRADE. 


PER   CENT.    OF    PUPILS    RECEIVING   THESE   GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 

90 

70 
to 
80 

60 
to 
70 

Be- 
low 

60 

t    Reproduce  "Story  of  General  Grant"  found  in 
1       Reader. 

15.9 

19.0 

24.6 

21.4 

11.9 

7.1 

Teacher  may  use  any  outline  she  wishes. 

Write    a    letter    to    a    friend    describing    your 

school  building. 

This  outline  may  be  used:     location,   material, 

11.9 

34.9 

25.4 

16.7 

5.6 

5.6 

2-3     size     (rooms    and    stories),    rooms    on    each 

floor,   halls,   your  room,   playgrounds. 
(Form    10—  Description   10) 

Write  the  plurals   of   the  following  nouns: 
4       Child,    lady,    echo,    fish,    fox,    enemy,    gulf, 

50.8 

32.5 

8.7 

4.8 

2.4 

.8 

knife,  church,  valley. 

Give  the  principal  parts  of  go,  see,   do,   walk, 
5       run,    write,    sing,    draw,    think,    know,    bury, 

45.2 

27.0 

11.1 

4.0 

7.9 

4.8 

climb. 

Name  the  regular  verbs  and  tell  how  you  know 

that  they  are  regular. 

Name  the  tense  of  each  verb. 

I  write  with  my  pen. 

g  The  teacher  wrote  on  the  board. 
I  snail  write  a  letter  to-morrow. 

63.5 

4.0 

13.5 

3.2 

.8 

15.1 

He  will  write  a  letter  too. 

Place  commas  where  needed. 

John  the  boy  in  blue  is  a  good  honest  indus- 
7       trious  fellow. 

57.9 

11.9 

15.1 

4.0 

1.6 

9.5 

"Are   you    ready  Jack?" 
"Yes"  he  replied. 

Analyze  : 

o  Amerigo   Vespucci,  an  Italian  sailor,  made  the 
first  chart  of  the  coast  of  America. 

Q  Give  cases  of  the  nouns. 
"  Mr.    Green,    Elizabeth's    grandfather,    brought 

58.7 

9.5 

8.7 

1.6 

5.6 

15.9 

the  oranges  for  the  party. 

Fill  blanks  with  shall  or  will. 

1.     I                     not  sign  the  paper 

55.6 

3.2 

19.8 

3.2 

.8 

17.5 

10  2.     I    wait  for  you 

3.     The  warm  rain   bring  the  flowers 

4.     He    not  enter  this  room. 

PER   CENT.    OF    PUPILS    RECEIVING   THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

.8 

46.0 

29.4 

12.7 

8.7 

2.4 

Number  of  different  pupils  taking  the  above  test,  126. 


REPRESENTATIVE    SCHOOL   TESTS. 


349 


LANGUAGE  —  SIXTH  GRADE. 


PER   CENT.    OF    PUPILS    RECEIVING   THESE   GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 

70 

Be- 
low 
60 

Write  in  letter  form,  an  order  for  three  articles 
1  of  merchandise  that  you  need,  or  would  like  to 
have.      Address  this   order   to   some   dealer   in 
Galesburg  or  Chicago. 

18.5 

28.7 

32.5 

9.6 

5.7 

5.1 

2  Name  and  illustrate  by  sentences  four  ways  in 
which    the    subject    of    a    sentence    may    be 
modified. 

59.9 

8.9 

17.8 

5.1 

1.3 

7.0 

3  Write  a   sentence   with   the  predicate   modified 
by  an  adverb  and  an  adverbial  phrase. 

77.7 

1.9 

8.9 

1.9 

1.9 

7.6 

M   Write  a   sentence  containing  a  predicate  nom- 
inative —  one  containing  a  predicate  adjective 
—  one  with  an  object. 

63.1 

2.5 

6.4 

12.7 

3.8 

11.5 

What  is  a  transitive  verb?     Use  one  in  a  sen- 
5       tence.      What   is  an   intransitive  verb?      Use 
one  in  a  sentence. 

60.5 

3.8 

16.6 

11.5 

1.3 

6.4 

£•  Write  the  following  sentence  in  all  the  tenses 
of    the    indicative    mood:      John    rode    home 
from  school. 

31.2 

18.5 

15.9 

16.6 

3.8 

14.0 

He  has  written  the  letter. 
7  Give  person,   number,   gender  and  case  of  the 
italicized  words. 

47.1 

17.8 

16.6 

4.5 

5.1 

8.9 

Compare  the  following  words:    ill,  many,  little, 
o       good,  bad,  handsome,   pretty,  much.     Use  in 
sentences    the    comparative    degree    of    good 
and  handsome. 

29.9 

17.8 

25.5 

14.6 

3.2 

8.9 

Decline    the    first    personal    pronoun,    and    the 
g       third    personal    pronoun,    masculine    gender. 
Use    the    objective    singular    of    each    in    a 
sentence. 

31.8 

10.8 

21.0 

10.8 

5.7 

19.7 

1A  Analyze:       Columbus,    an     Italian,    discovered 
iy       America  in  1492. 

29.3 

10.2 

17.8 

9.6 

7.0 

26.1 

PER   CENT.    OF   PUPILS    RECEIVING   THESE   GRADES 
IN  ALL  THE  QUESTIONS. 

1.9 

37.6 

31.8 

18.5 

6.4 

3.8 

Number  of  different  pupils  taking  the  above  test,  157. 


350 


GALESBURG   PUBLIC   SCHOOLS 


LANGUAGE  —  SEVENTH  GRADE. 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 

90 

70 
to 

80 

60 
to 
70 

Be- 
low 
60 

i    Write  a  short  account  of  the  life  of  some  great 
man  or  woman  about  whom  you  have  studied 
this  year. 

15.2 

32.1 

21.9 

19.6 

6.3 

4.9 

Write  the  following  sentences  using  the  proper 
verb.      Give  the  rule   which   governs   each. 
2   (a)   Every  boy  and  girl  (were,  was)  invited, 
(b)   Thomas  or  I  (were,  was)  going  to  call  for 
you. 
(c)  The  crowd  (is,  are)  becoming  uncontrolla- 
ble. 

43.3 

6.7 

11.6 

14.7 

2.7 

21.0 

_   Write  a  sentence  using  a  predicate  nominative. 
o       In  what  case  is  it?     Why? 
Write  a   sentence   using  a   predicate  adjective. 

63.4 

7.6 

7.6 

8.0 

3.1 

10.3 

.    What    is    the    difference    between    a    noun    in 
*       apposition  and  a  noun  in  the  possessive  case? 
Illustrate   with   sentences. 

63.8 

16.5 

4.0 

5.8 

1.8 

8.0 

Name    the    personal    pronouns    and    tell     why 
5       they  are  so  called. 
Write  a  sentence  containing  a  relative  pronoun. 
One   containing  an    interrogative   pronoun. 

44.6 

22.8 

12.1 

11.2 

1.8 

7.6 

Place   commas    in   the   following   sentence   and 
_       give  rules  for  same: 
O  Children  we  are  glad  indeed  to  welcome  spring 
the   most  beautiful   season   of   the  year   with 
its  birds  grass  flowers  and  green  leaves. 

38.8 

13.4 

15.6 

14.7 

2.7 

14.7 

7  What  is  the  difference  between  a  complex  and 
a  compound   sentence?      Write  one  of   each. 

66.1 

10.7 

7.1 

5.8 

1.3 

8.9 

When  morning  began  to  dawn,  our  ship  stuck 
g       on  a  sunken  reef. 
Contract   into   a   simple   sentence  and   tell    how 
you  made  the  change. 

56.3 

8.0 

7.1 

2.2 

.4 

25.9 

Analyze  or   diagram   the  following  sentence: 
General    Putnam,    a  brave    Connecticut   soldier, 
y       was  the  highest  in  rank  on  the  ground,  and, 
while   Prescott   was    in   command   behind   the 
fort,  he  took  general  charge  of  affairs. 

27.7 

30.8 

17.9 

8.5 

.9 

14.3 

Laocoon,  a  prince  of  Troy,  warned  the  people 
1U       against  the  wooden  horse. 
Parse  the  italicized  words. 

43.3 

25.9 

15.2 

7.1 

1.8 

6.7 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

.... 

45.5 

29.0 

12.1 

4.9 

8.5 

Number  of  different  pupils  taking  the  above  test,  224. 


REPRESENTATIVE    SCHOOL    TESTS. 
LANGUAGE EIGHTH   GRADE. 


351 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 

70 

Be- 
low 
60 

Write  a  reproduction  of  the  story,   "A   Lesson 
1       of  Mercy,"  on  page  36  of  "Ethics  for  Chil- 
dren." 

16.0 

31.9 

26.9 

13.4 

6.7 

5.0 

Write  a  sentence  containing  a  predicate  noun. 
2       In    what    way    is    a    possessive    noun    like    a 
noun   in  apposition?      How   do    they   differ? 
Illustrate  by  sentences. 

51.7 

14.7 

16.8 

4.2 

4.6 

8.0 

•j  Name  the  three  classes  of  pronouns,  define  them 
and  use  one  of  each  class  in  a  sentence. 

56.7 

13.4 

18.1 

5.0 

2.1 

4.6 

A    Name    the    four    forms    of    conjugation.      Illus- 
trate   each    in    a    sentence,    using    the    verb 
"see." 

50.8 

7.6 

12.2 

5.9 

2.9 

20.6 

-  When  you  use  two  singular  subjects,  how  can 
3       you  tell  whether  the  verb  should  be  singular 
or   plural?      Illustrate. 

55.5 

8.4 

11.8 

2.5 

1.3 

20.6 

Write    (1)    a   simple    imperative   sentence;    (2) 
6       a     compound     declarative     sentence;     (3)     a 
complex  interrogative  sentence. 

42.4 

9.7 

13.4 

21.0 

1.7 

11.8 

7   Write    a    complex    sentence.      Change    it    to    a 
compound. 

74.4 

5.0 

3.8 

5.5 

.4 

10.9 

When    you    visit    Boston    you    will    go    to    the 
house    where    Longfellow    our    greatest    poet 
lived.      He    wrote    "Evangeline       "The    Old 
o        Clock     on     the     Stairs"     "Hiawatha"     "The 
Village   Blacksmith"   and  many  other  poems. 
Lincoln    said    "With    malice   toward    none   with 
charity   for   all." 
Supply  commas  in  the  above  sentences. 

45.8 

29.0 

14.3 

6.7 

.8 

3.4 

Analyze  : 
"And  the  night  shall  be  filled  with  music, 
9           And  the  cares,  that  infest  the  day, 
Shall    fold   their   tents,    like   the   Arabs, 
And  as  silently  steal  away." 

22.3 

23.5 

21.4 

15.1 

5.0 

12.6 

1A  Who    is    the    boy   whom   your   father    hired    to 
1U       care    for    his    horse? 
Parse   italicized   words. 

13.0 

20.3 

28.6 

14.3 

6.3 

17.6 

PER   CENT.    OF   PUPILS    RECEIVING   THESE   GRADES 
IN  AJLL  THE  QUESTIONS. 

.4 

34.5 

34.9 

20.3 

7.6 

2.5 

Number  of  different  pupils  taking  the  above  test,  238. 


352 


GALESBURG   PUBLIC   SCHOOLS 
GEOGRAPHY — FOURTH   GRADE. 


PER   CENT.    OF    PUPILS    RECEIVING   THESE   GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 
low 

60 

What  is  the  shape  of  the   earth?     The   earth 
1       turning  on   its   axis   causes   what   and   takes 
how  long?     The  earth  traveling  around  the 
sun  causes  what  and  takes  how  long? 

92.7 

2.8 

2.3 

.... 

.6 

1.7 

Name  the   grand   divisions    in    order   of   their 
2       size.      Name    the   oceans    in    order    of    their 
,  size. 

84.7 

9.0 

3.4 

1.1 

.... 

2.3 

.3  Name  the  divisions  of  North  America.     What 
0       water  touches  North   America  on  the  north, 
east,  south  and  west? 

42.4 

12.4 

15.3 

7.3 

7.9 

14.7 

.   What  is  the  capital  of  the  United  States.     The 
4       largest    city    in    the    United    States?      What 
state  do  you  live  in?     Give  its  capital. 

74.6 

2.3 

7.9 

1.7 

.6 

13.0 

t  Name  three  large  rivers  and  a  mountain  range 
°       of  South  America. 

39.5 

8.5 

16.9 

2.8 

2.3 

29.9 

f-  What  are  the  five  most  important  countries  of 
°       Europe?     Give  capitals* 

54.2 

11.3 

10.7 

2.8 

4.5 

16.4 

7  What  and  where  are  the  highest  mountains  of 
the  world? 

70.6 

3.4 

2.8 

.6 

.6 

22.0 

How    is    Africa    joined    to    Asia?      Name    the 
8       strait  between    Europe  and  Africa. 

55.9 

5.1 

4.0 

.6 

1.1 

33.3 

Locate    Australia.      What    are    the    people    en- 
9       gaged   in   doing?      What   is   their   chief   sea- 
port? 

23.7 

4.0 

21.5 

6.2 

5.1 

39.5 

Draw  a  map  of  North  America  putting  in  the 
10       Great  Lakes,  two  mountain  systems  and  the 
Mississippi    River. 

5.6 

13.0 

18.1 

13.6 

11.3 

38.4 

PER   CENT.    OF   PUPILS    RECEIVING   THESE   GRADES 
IN  ALL  THE  QUESTIONS. 

.6 

41.8 

23.7 

11.9 

9.0 

13.0 

Number  of  different  pupils  taking  the  above  test,  177. 


REPRESENTATIVE    SCHOOL    TESTS. 
GEOGRAPHY — FIFTH   GRADE. 


353 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 
100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 
low 
60 

1    Name  the  motions  of  the  earth,  give  the  time 
required  and  the  effect  of  each. 

75.0 

6.3 

3.9 

4.7 

.8 

9.4 

In    which    zone    do    you    live?      What    circles 
2       bound    it?      How    wide   is   it?      What   is   the 
latitude  and  longitude  of  Galesburg? 

51.6 

18.8 

13.3 

2.3 

4.7 

9.4 

-j   To    whom    does    Canada    belong?      Name    its 
capital,   largest  city  and  two  products. 

51.6 

16.4 

13.3 

2.3 

3.9 

12.5 

Name    and    locate    two    mountain    systems    of 
4       North   America.      Name   two   ranges   of  each 
and  the  minerals  of  each. 

53.9 

14.1 

12.5 

6.3 

3.9 

9.4 

Name  an  important  river  in  the  Arctic   Plain, 
in    the    Mississippi    Valley,    on    the    Atlantic 
5        Slope,  on  the  Pacific   Slope.     Tell  the  direc- 
tion in  which  each  flows,  and  into  what  body 
of   water. 

60.9 

10.2 

8.6 

7.0 

1.6 

11.7 

6  Name  the   Great   Lakes,   giving  outlet   of  each 
and  a  city  on  each. 

61.7 

13.3 

9.4 

4.7 

3.1 

7.8 

In    what    part    of    the    United    States    is    wheat 
»       raised?      Corn?      Cotton?      Tobacco?      What 
'        is  the  chief  occupation  of  the  people  in  the 
New  England   States? 

67.2 

11.7 

6.3 

5.5 

.8 

8.6 

What  is  the  capital  of  the  U.   S.  ?     Its  largest 
city?     Name  and  locate  an  important  city  on 
the  Atlantic  Coast,  on  the  Pacific  Coast,  on 
8       the  Gulf  of  Mexico,  on  the  Great  Lakes,  on 
the    Mississippi    River,    and    in    the    Western 
Highlands. 

49.2 

17.2 

14.8 

8.6 

2.3 

7.8 

Name   the    four    most   important    detached    pos- 
9       sessions  of  the  U.   S.,  giviner  the  capital  and 
at  least  one  product  of  each. 

35.9 

15.6 

14.1 

9.4 

5.5 

19.5 

-.0  Draw   a  map    of  Illinois    showing   its   three  di- 
visions.    Locate  three  rivers  and  three  cities. 

18.0 

12.5 

15.6 

10.9 

13.3 

29.7 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

3.9 

48.4 

20.3 

16.4 

5.5 

5.5 

Number  of  different  pupils  taking  the  above  test,  128. 


354 


GALESBURG   PUBLIC    SCHOOLS 
GEOGRAPHY SIXTH   GRADE. 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 

70 

Be- 
low 

60 

Name   two   warm   ocean   currents.      Tell    which 
1       ocean    each    is    in,    and    name    one    country 
warmed  by  each. 

77.6 

11.2 

5.2 

1  5 

.... 

4.5 

Why   are   the  tropics   and    polar   circles   placed 
2       where    they    are?      Give    the    width    of    each 

54.5 

9.7 

15.7 

9.0 

2.2 

9.0 

zone. 

3  Name  five  things  on  which  climate  depends. 

85.1 

6.7 

5.2 



3.0 

.... 

Name  the  three  most  important  rivers  of  South 
4       America,    and    the    plain    drained    by    each. 
Tell  with  what  each  plain  is  coverea. 

53.7 

11.2 

17.9 

6.7 

.7 

9.7 

What  is   the   principal   mountain   range  of   Eu- 
5       rope?       Name    four    rivers    rising    in    these 
mountains  and  the  body  of  water  into  which 
each   flows. 

57.5 

12.7 

14.2 

7.5 

3.7 

4.5 

f.  Name  the  peninsulas  of  Europe,  and  a  seaport 
in  each. 

51.5 

18.7 

11.9 

6.0 

3.7 

8.2 

,-  Beginning  at  the  northeast,  name  in  order  the 
«        peninsulas  of  Asia.     What  empire  is  east  of 
Asia?     What  is  its  capital? 

76.1 

4.5 

11.2 

3.7 

4.5 

Describe  the  coast  of  Africa  and  its  effect  on 
o       commerce.      Where  are  these  places  and   for 
what  noted  ?     Sahara,  Kimberly,  Cairo,  Alex- 
andria,   Tanganyika. 

37.3 

20.1 

21.6 

11.9 

1.5 

7.5 

o  Name  the  chief  river,  two  large  cities  and  the 
principal   products   of   Australia. 

57.5 

14.9 

11.2 

4.5 

2.2 

9.7 

10  Draw  a  map  of  Europe. 

7.5 

14.9 

20.9 

9.0 

8.2 

39.6 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

.... 

47.8 

37.3 

11.9 

.7 

2.2 

Number  of  different  pupils  taking  the  above  test,  134. 


REPRESENTATIVE    SCHOOL    TESTS. 


355 


GEOGRAPHY EIGHTH   GRADE. 


PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 
100 

80 
to 
90 

70 
to 

80 

60 
to 
70 

Be- 
low 
60 

What  causes  the  change  of  seasons? 

Name   the    great   circles    that    divide    the   earth 

1       into  zones. 

48.7 

19.3 

21.8 

7.1 

1.3 

1.7 

Why  are  they  located   where  they  are? 

What    do     you    understand    by     Latitude     and 

Longitude  ? 

Name    the    conditions    on    which    climate    de- 

pends. 

_  At    the    time    of    the    Conquest    of    Mexico    by 
•"       Cortez,  it  was  said  that  "Montezuma  feasted 

46.6 

16.8 

28.2 

3.8 

2.1 

2.5 

upon   fruits   from  the  most  opposite  climes." 
How  could   he  do  this? 

_   Name    in    order,    the    states    bordering    on    the 
•*       Great  Lakes  and  the  capital  of  each. 

55.0 

21.4 

12.2 

5.9 

1.7 

3.8 

Why  does  the  west  coast  of  the  United   States 

have    a    milder    climate    than    the    east    coast 

.        in    the    same    latitude?      Why    does    England 
have  a  milder  climate   than   Labrador,  which 

54.6 

15.1 

14.3 

5.5 

2.1 

8.4 

is   in   the   same    latitude?      Why   has    Italy   a 

warmer  climate  than  New  York  and  Illinois? 

Name   the   three   erreat   river   systems    of    South 

5       America,  describe  the  land  drained  by  each, 
and   its  products. 

34.0 

21.8 

16.0 

13.0 

4.6 

10.5 

g  Name    the    peninsulas    of    Europe,    and    a    city 
on   each. 

71.0 

10.1 

11.3 

3.4 

1.7 

2.5 

Name  in  order  the  peninsulas  of  Asia.     What 

7        European    countries    control    parts    of    Asia? 
What  parts? 

41.6 

19.3 

21.8 

9.7 

2.5 

5.0 

What    European    country    owns    the    most    im- 
portant   divisions    of    Africa?       What    other 

Q        European    countries    control    Africa?      Name 
and   locate  the  metropolis   of   Africa.      What 

34.9 

23.1 

23.5 

8.0 

3.4 

7.1 

is  the  chief  seaport  of  Egypt? 

Name    two    rivers    of    Australia.       Name    two 
"       cities  and  give  a   fact  aoout  each. 

59.2 

15.5 

12.2 

4.6 

2.5 

5.9 

Draw  a  map  of  North  America  putting  in   the 

two    principal    mountain    systems,    the    Great 
10       Lakes,     the     St.     Lawrence     River,    and    the 
Mississippi    River. 

13.4 

23.9 

13.0 

17.6 

5.9 

26.1 

PER    CENT.    OF    PUPILS    RECEIVING    THESE    GRADES 
IN  ALL  THE  QUESTIONS. 

.... 

47.9 

36.6 

12.6 

2.5 

.4 

Number  of  different  pupils  taking  the  above  test,  238. 


356 


GALESBURG   PUBLIC   SCHOOLS 

HISTORY — SEVENTH   GRADE. 


PER   CENT.    OF   PUPILS    RECEIVING   THESE    GRADES 

90 

80 

70 

60 

Be- 

IN EACH  OF  THE  TEN  QUESTIONS. 

100 

to         10 

100  !    90 

to 

80 

to 

70 

low 

60 

In  what  way  did  Europe's  trade  with  the  Indies 

lead  to  the  discovery  of  America?     Who  dis- 

covered   the    continent    of    America?      How 
1       was  it  proven  that  a  new  continent  and  not 

50.2 

17.6 

19.4 

6.6 

1.8 

4.4 

a   part   of   the   Indies   had   been   discovered? 

Give  dates. 

What  two  leading  explorers  do  we  think  of  in 

connection  with  the  Mississippi  River?  What 

2       two  with  the  St.   Lawrence  and  Lake  Cham- 
plain?      What  one   with    the    Hudson    River? 

60.4 

17.6 

13.2 

4.0 

.9 

3.5 

With    Virginia?      Tell    for  what   nation  each 

was  exploring. 

Name  the  Thirteen  English  Colonies.     Give  the 

1       date,   place  and   object  of   the   settlement  of 
6       Mass.,    New    York,    Penn.,    Maryland,    Vir- 

39.2 

27.8 

22.0 

6.2 

1.8 

3.1 

ginia  and   Georgia. 

Write    a    paragraph    comparing    Massachusetts 
4       colony   with   Virginia  colony.      Speak  of  the 
different  view  each  held  on  Education,   Gov- 

33.0 

20.7 

21.1 

8.8 

1.8 

14.5 

ernment  and  Labor. 

When    and    where    was    negro    slavery    intro- 

c       duced?      When  and   where   was   entire   relig- 
ious freedom  granted?     When  and  where  was 

41.4 

14.5 

11.5 

15.4 

2.6 

14.5 

the  first  public  school   founded? 

What  caused  the  long  series  of  wars  between 

the   French    and    English    colonies   in    Amer- 

f       ica?      State   time,    cause   and    final    result   of 
the  French  and  Indian  War.     What  battle  is 

39.2 

15.4 

15.9 

11.0 

6.2 

12.3 

called     the     "Turning    Point"     in    American 

History?      Why? 

What     caused     the     Revolution?       When     and 

t-       where   was  the   Declaration   of   Independence 
•        signed?     Why  was  the  adoption  of  this  doc- 

43.6 

17.6 

19.8 

11.0 

.4 

7.5 

ument  so  important? 

When    and    where    did     Burgoyne    surrender? 

g       Give  two   results.      What  was   the   last  battle 
of  the  Revolution?     Who  surrendered? 

57.7 

11.5 

14.5 

5.3 

1.8 

9.3 

By    what    were   the    States    governed   after   the 

Q       war?      Why    was    this    kind    of    Government 
not  sufficient?     What  did  the  new  Constitu- 

45.4 

15.0 

14.1 

8.8 

2.6 

14.1 

tion  do  for  the  nation? 

What  was  the  Northwest  Territory?     Why  did 

^          it    help    to    hold    the    states    together?      Give 
1"       two    or   three   provisions    of   the    "Ordinance 

52.9 

11.0 

9.3 

12.3 

3.1 

11.5 

of   1787." 

PER  CENT.  OF  PUPILS  RECEIVING  THESE  GRADES 
IN  ALL  THE  QUESTIONS. 

.9 

48.9 

27.3 

13.7 

4.0 

5.3 

Number  of  different  pupils  taking  the  above  test,  227. 


REPRESENTATIVE    SCHOOL    TESTS. 


357 


HISTORY EIGHTH    GRADE. 


PER  CENT.  OF  PUPILS  RECEIVING  THESE  GRADES 
IN  EACH  OF  THE  TEN  QUESTIONS. 

100 

90 
to 

100 

80 
to 
90 

70 
to 
80 

60 
to 
70 

Be- 
low 

60 

When   did   the   Constitution    go    into   operation, 
1       and     what     two     things     did    it    accomplish? 
Name  two  important  events  in  Washington's 
administration. 

68.2 

12.1 

8.9 

5.9 

1.3 

3.8 

n  Why  and  when  did  the  U.   S.  purchase  Louis- 
iana? 

57.7 

17.2 

13.4 

6.3 

1.7 

3.8 

<*    Name    the    laws    that    restricted    slavery    and 
**       two    that    extended    slavery. 

34.3 

12.1 

20.5 

13.0 

4.2 

15.9 

Locate  the  Erie  Canal  and  the  National  Road. 
4       What   was    the   object   of    each?      These   two 
improvements    mark    the    beginning    of    what 
period  in  our  uistory? 

48.5 

22.6 

10.0 

5.0 

5.0 

8.9 

Name   and    locate   three   important   acquisitions 
5       of  territory.  How  were  thev  obtained?    From 
whom?     Why  important  to  us? 

39.3 

30.1 

18.0 

7.5 

2.5 

2.5 

Name  an   invention    that   developed   the    south, 
s-       telling  in  what  way  it  influenced  the  country. 
Name     two     inventions,     important     to     the 
north,  and  tell  how  the  inventions  influenced 
the  north. 

47.3 

18.0 

17.2 

8.9 

5.4 

3.3 

What  was  the  nullification  act?     What  persons 
7       are    brought    to    your    mind    by    that    name? 
Why  is  each  worthy  of  note  in  history? 

35.6 

14.6 

23.0 

9.2 

4.2 

13.4 

Give  the  cause  of  the  Civil  War.     Where  was 
the  first  gun  fired?     What  was  the  first  bat- 
Q       tie  between   iron   ships?      What  battles   were 
fought  July  1,  2,  3.     What  did   Sherman  do 
to  cut  the  Confederacy  in  two?    Name  three 
Northern     generals.       Name     two     Southern 
generals. 

53.1 

28.9 

10.0 

3.8 

.4 

3.8 

Name  the  results  of  the  Civil  War.     Give  the 
Q       point    to    the   thirteenth,    fourteenth    and    fif- 
"       teenth    amendments.      What    do    you    under- 
stand by  Civil   Service? 

30.5 

26.8 

24.3 

8.4 

4.2 

5.9 

Name    three    expositions,    telling    where    they 
in       were    held,    and    the    events    comemmorated. 
Give  two  events  that  will  be  recorded  in  his- 
tory that  have  occurred  within  your  memory. 

41.0 

20.1 

14.6 

9.6 

4.6 

10.0 

PER  CENT.  OF  PUPILS  RECEIVING  THESE  GRADES 
IN  ALL  THE  QUESTIONS. 

3.3 

44.8 

32.6 

14.2 

4.2 

.8 

Number  of  different  pupils  taking  the  above  test,  239. 


CHAPTER  IX. 

COURSE   OF   STUDY. 

The  following  outline  of  studies  pursued  by  the  pupils  of 
the  Galesburg  schools  has  been  prepared  with  a  view  of 
making  it  intelligible  to  any  patron  who  may  wish  to  know 
what  his  child  is  doing  each  year  in  each  subject,  the  regu- 
lar course  of  study  being,  as  is  always  the  case,  for  the  use 
of  the  teachers  who  have  the  text-books  at  hand  to  which 
they  can  refer.  Such  an  outline  has  been  suggested  by  the 
many  statements  and  inquiries  made  by  parents  in  regard 
to  their  children's  progress  and  its  object  is  to  aid  and  en- 
courage parents  to  take  an  active  interest  in  the  work  of 
their  children,  and  thus  to  secure  their  intelligent  sympathy. 

READING. 

This  is  the  most  important  branch  of  study  in  the  educa- 
tion of  the  child,  for  it  is  the  key  to  all  other  studies. 

In  the  first  year  of  school  the  child  is  expected  to  com- 
plete the  First  Reader;  in  the  second  year,  the  Second 
Reader;  in  the  third  year,  the  Third  Reader.  The  fourth 
and  fifth  years  are  given  to  the  Fourth  Reader.  The  Fifth 
Reader  is  used  in  the  sixth  and  seventh  years  and  a  supple- 
mentary reader  is  read  in  the  eighth  year.  Much  supple- 
mentary reading  is  used  in  each  grade. 

When  a  pupil  can  read  fluently  and  with  proper  express- 
ion, both  the  required  and  supplementary  reading  of  his 
grade,  give  the  meaning  of  all  the  words  and  spell  those  in 
ordinary  use,  name  and  tell  the  uses  of  the  different  marks 
of  punctuation,  and,  in  the  more  advanced  grades,  explain 
the  geographical,  biographical,  and  literary  references  in 

(358) 


COURSE   OF   STUDY.  359 

the  selections  read,  he  has  attained  the  standard  sought  for 
promotion  in  reading. 

ARITHMETIC. 

NOTE. — This  course  of  study  in  arithmetic  was  prepared  especially 
for  the  Public  Schools  of  Galesburg,  Illinois,  by  Mr.  Frank  H.  Hall, 
author  of  the  Werner  Arithmetics,  to  whom  we  feel  greatly  indebted 
for  this  valuable  service. 

FIRST   HALF-YEAR 

I.  Examine  each  pupil  as  to  his  number  knowledge.  To 
do  this : 

(1)  Place  before  him  20  or  30  toothpicks,  splints  or  crayons. 

Then  say,  give  me  two;  give  me  four;  give  me  three, 
etc. 

(2)  Put  four  crayons  into  the  hands  of  the  pupil.    Then  say, 

give  me  half  your  crayons.  Do  the  same  with  six  cray- 
ons; with  one  crayon;  with  three  crayons,  etc. 

(3)  With  crayons  or  toothpicks  arranged  in  groups  to  corres- 

pond with  each  statement,  say, 

Two  crayons  and  two  crayons  are 

Three  crayons  and  one  crayon  are 

Three  crayons  and  two  crayons  are 

Etc.,  Etc. 

(4)  Pupils  who  do  well  in  the  foregoing  should  be  tested  as  to 

their  imagining  power  with  such  incomplete  statements 
as  the  following,  the  objects  themselves  not  being  pres- 
ent to  the  senses: 

Two  apples  and  two  apples  are 

Three  marbles  and  one  marble  are 

Three  oranges  and  two  oranges  are 

Etc.,  Etc. 

(5)  Make  a  careful  record  of  the  pupil's  attainments  with  re- 

spect to  number. 

II.  Beginning  with  each  pupil  at  the  point  of  hesitation, 
teach  orally  the  number  facts  given  on  pages  III,  IV,  V  and 
VI,  of  Chapter  I,  of  Hall's  Arithmetic  Primer.    At  first  the 
work  must  be  done  mainly  by  means  of  individual  instruc- 
tion.   Later,  the  children  may  be  taught  in  groups,  provided 


360  GALESBURG    PUBLIC    SCHOOLS 

each  group  is  made  up  of  pupils  of  similar  attainments ;  but 
frequent  changes  in  the  grouping  will  be  necessary,  and  the 
teacher  must  never  lose  sight  of  the  individual  pupil — must 
never  attempt  to  teach  the  class. 

III.     At  the  close  of  the  half-year  each  pupil  should  be 
familiar  with  the  following : 

(1)  The  first  six  primary  facts  of  addition,  namely,  1  and  1,  2 

and  1,  2  and  2,  3  and  1,  3  and  2,  4  and  1. 

(2)  Five  multiplication  facts,  namely  2  2's,  2  5's,  2  10's,  3  10's, 

4  10's. 

(3)  Six  partition  facts,  namely,  y2  of  4,  y2  of  10,  y2  of  20,  J^  of 

40,  y2  of  3,  y>  of  5. 

SECOND  HALF-YEAR 

I.  Do  the  remainder  of  the  work  suggested  in  Chapter  I 
of  the  Arithmetic  Primer. 

II.  Do  the  work  suggested  in  Chapter  II  of  the  Arith- 
metic Primer.    The  four  topics  in  this  chapter,  "Adminis- 
tration," "Nature  Study,"  "Construction  Work,"  and  "Read- 
ing," are  not  to  be  presented  consecutively ;  but  work  should 
be  selected  from  each  according  to  the  needs  and  the  ability 
of  the  pupils.    Indeed  many  of  these  applications  of  number 
knowledge  may  be  used  during  the  first  half-year  of  school, 
and  it  may  be  necessary  to  omit  some  of  them  until  the  sec- 
ond school  year.     Only  so  much  should  be  attempted  as  can 
be  well  done. 

III.  At  the  close  of  the  first  school  year,  the  minimum 
amount   accomplished    should   include,  in    addition  to  the 
number  facts  given  in  the  work  for  the  first  half-year,  the 
following : 

(1)  Six  primary  facts  of  addition,  namely,  3  and  3,  4  and  2,  5 

and  1,  4  and  4,  5  and  5,  6  and  6. 

(2)  Six  multiplication  facts,  namely,  2  3's,  2  4's,  2  6's,  3  3's,  3 

4's,  4  3's. 


COURSE   OF   STUDY.  ?61 

(3)  Five  partition  facts,  namely,  y2  of  6,  ^  of  8,  ^  of  12,  J4  of 
12,  ^  of  12. 

NOTE. — The  method  of  procedure  in  teaching  the  above  facts  must 
be  that  indicated  in  the  Arithmetic  Primer.  Figures,  if  employed  at 
all,  must  be  used  sparingly,  and  the  facts  presented,  first  by  means  of 
objects,  then  by  the  imaging  of  objects.  After  the  clear  perception  of 
a  primary  number  fact,  it  should  be  perfectly  memorized. 

THIRD   HALF-YEAR 

I.  Teach  orally  the  number  facts  and  applications  given 
in  the  Primer   of   Arithmetic,  pages  1  to  40.     Much  of  the 
work  is  a  review  of  that  done  in  Grade  I. 

II.  About  January  1st  the  Primer  may  be  put  into  the 
hands  of  pupils  for  reviewing,  by  means  of  printed  symbols, 
the  facts  and  applications  of  number  that  have  already  been 
taught  by  means  of  spoken  symbols. 

III.  At  the  close  of  this  half-year,  each  pupil  should  be 
familiar  with  the  first  33  primary  facts  of  addition  and  the 
corresponding  subtraction  facts.    (See  Book  I.,  page  6.)   He 
should  know  the  12  facts  of  multiplication  given  on  page  41 
of  the  Primer,  and  the  partition  facts  and  denominate  num- 
ber facts  given  on  the  same  page. 

FOURTH   HALF-YEAR 

I.  No  new  primary  addition  facts  are  introduced  during 
this  period,  but  great  care  must  be  taken  that  the  pupil  does 
not  "lose  his  grip"  upon  the  33  already  learned. 

II.  Pupils  who  master  the  first  40  pages  of  the  Primer 
during  the  third  half-year,  will  easily  complete  the  book 
during   the   fourth  half-year.    The  number   facts  should  be 
taught  orally  and  the  books  put  into  the  hands  of  the  pupils 
from  time  to  time  for  reviewing  that  which  they  have  al- 
ready learned. 

III.  In  this   period    (or  in   any   period)  only  so   much 
should  be  attempted  as  can  be  well  done.     The  pupil  who 
masters  half  the  work  given  in  the  Primer  will  be  much  bet- 
ter prepared  for  Book  I.  than  the  pupil  who  "goes  through" 


362  GALESBURG    PUBLIC    SCHOOLS 

the  entire  book  but  does  his  work  in  an  unsatisfactory  man- 
ner. 

IV.  The  work  should  be  done  mainly  without  slate  or 
paper.    After  the  pupil  can  add  46  and  12  or  49  and  12  "men- 
tally," he  may  be  allowed  to  use  a  pencil  in  doing  it — not  be- 
fore. 

V.  At  the  close  of  the  second  school  year,  the  minimum 
amount  accomplished  should  include  the  following : 

(1)  The  first  33  primary  facts  of  addition  and  the  correspond- 

ing subtraction  facts. 

(2)  At  least  half  of  the  34  primary  facts  of  multiplication  (2 

times  2  to  6  times  6)  given  in  the  Primer. 

(3)  The  adding  "mentally"  of  2,  3,  4,  10,  11,  and  12,  to  any 

number  less  than  100,  and  the  subtracting  "mentally" 
of  any  one  of  the  above  numbers  from  any  number 
greater  than  itself  and  not  greater  than  100. 

(4)  The  dividing  (partition)  as  indicated  in  the  following:    ^ 

of  5  inches,  of  7  inches,  of  46,  of  65;  ^  of  6,  of  9,  of  12; 
yz  of  6,  of  9,  of  12;  y4  of  12;  Y4  of  12,  etc. 

(5)  The  imaging  of  squares,  oblongs,  and  cubes;  shown  by  the 

ability  to  answer  simple  questions  concerning  these 
when  the  objects  themselves  are  not  present  to  the 
senses. 

(6)  The  writing  of  numbers  from  1  to  150. 

GRADE  III. 

Observe  that  the  work  of  this  grade  and  of  Grade  IV.,  is 
an  elaboration  of  \heprimary  spiral  suggested  in  the  follow- 
ing: 

6+2=8      6—2=4      6cX2=12c  6c-f-2c=3      6c-^2=3c 

In  Book  L,  this  spiral  appears  five  times  on  page  9,  twice 
on  page  10,  five  times  on  page  11,  and  more  than  one  hun- 
dred fifty  times  in  all.  On  page  23,  common  fractions  are 
introduced  into  the  spiral ;  on  page  70,  decimals.  The  en- 
tire book  is  built  on  and  around  this  spiral. 

FIRST  MONTH. — Werner  Book  I,  pages  9  to  24. 
SECOND  MONTH. — Werner  Book  1,  pages  25  to  40. 
THIRD  MONTH. — Werner  Book  I,  pages  41  to  56. 


COURSE   OF   STUDY.  363 

Observe  that  on  page  41  three  new  number  facts  are  in- 
troduced. Others  appear  at  the  tops  of  pages  47,  48,  and  51. 
After  these  are  clearly  perceived  they  should  be  perfectly 
memorized. 

FOURTH  MONTH. — Werner  Book  I,  pages  57  to  72. 

Note  the  new  number  facts  at  the  tops  of  pages  57,  61, 
67,  and  71.  While  these  are  being  taught,  take  care  that 
those  already  learned  are  not  forgotten.  Teach  carefully 
and  thoroughly  the  meaning  of  problems  4  and  5  on  page  64. 
Teach  the  writing  of  tenths  decimally ;  see  page  70. 

FIFTH  MONTH. — Werner  Book  I,  pages  73  to  88. 

Teach  the  number  facts  given  at  the  tops  of  the  pages. 
Do  not  neglect  the  review  given  on  page  82.  See  that  the 
pupil  knows  the  meaning  of  problems  5  and  6  on  page  84. 

SIXTH  MONTH. — Werner  Book  I,  pages  89  to  104. 

Take  care  of  the  new  number  facts  at  the  tops  of  the 
pages  and  of  problems  5  and  6  on  page  94.  Review  the 
problems  at  the  bottom  of  page  90  as  preparation  for  those 
at  the  bottom  of  page  100. 

SEVENTH  MONTH. — Werner  Book  I,  pages  105  to  120. 

For  seat-work,  require  pupils  to  copy  part  of  a  page  of 
the  book,  filling  all  the  blanks ;  or  give  problems  similar  to 
those  found  at  the  bottom  of  pages  104,  108,  114,  118,  or  like 
those  on  pages  110  and  120. 

EIGHTH  MONTH. — Werner  Book  I,  pages  121  to  136. 

See  that  the  primary  multiplication  facts  are  perfectly 
memorized ;  both  those  in  the  month's  work  and  all  that  the 
pupil  is  supposed  to  have  learned  before. 

NINTH  MONTH. — Werner  Book  I,  pages  137  to  153. 

At  the  close  of  the  third  school  year,  the  minimum 
amount  accomplished  should  include  the  following : 

(1)  The  45  primary  facts  of  addition  and  the  81  corresponding 
subtraction  facts.  See  Book  I.,  pages  6  and  82,  and 
"Arithmetic:  How  to  Teach  It,"  page  22. 


364  GALESBURG   PUBLIC    SCHOOLS 

(2)  The  64  primary  facts  of  multiplication  and  the  128  corre- 

sponding facts  of  division.  See  Book  I.,  page  152,  and 
"Arithmetic:  How  to  Teach  it,"  pages  22  and  23. 

(3)  All  the  denominate  number  facts  that  appear  in  Part  II.  of 

Book  I. 

(4)  Adding,     subtracting,    multiplying,    dividing,    ("measure- 

ment") and  dividing  ("partition");  (1)  with  simple 
numbers,  such  as  appear  at  the  bottom  of  pages  124, 
128,  134,  138,  144;  (2)  with  common  fractions,  such  as 
appear  at  the  tops  of  pages  126,  136,  146,  and  on  pages 
147,  148,  149,  and  150;  (3)  with  decimals  (tenths)  such 
as  appear  on  pages  70,  80,  90,  100,  110,  120,  130,  140,  and 
153. 

NOTE. — The  teacher  should  insist  from  the  first  and  until  the  last, 
upon  accuracy  in  all  figure  manipulation.  The  pupil  should  solve 
every  problem  twice  and,  whenever  practicable,  in  two  ways,  before 
submitting  the  answer  to  the  teacher.  To  illustrate:  If  he  is  re- 
quired to  multiply  26  by  4,  he  should  prove  his  work  by  finding  the 
sum  of  4  26's,  or  he  may  multiply  26  by  3  and  add  26  to  the  product. 
Read  pages  18,  19,  20,  and  21  of  "Arithmetic :  How  to  Teach  It." 

GRADE  IV. 

In  Book  I.,  compare  pages  155  and  195;  156  and  196;  157 
and  197,  etc.  Observe  that  the  primary  spiral  continues  to 
be  the  basis  of  the  work  and  that  one  part  of  the  book  is 
usually  a  direct  preparation  for  some  other  part  of  the  book. 
If  at  any  point  pupils  have  serious  difficulty,  something  has 
been  omitted  or  passed  over  top  lightly.  Do  not  attempt  to 
explain  away  the  difficulty  but  find  the  cause  of  the  weak- 
ness and  allow  the  pupils  to  strengthen  themselves  by  doing 
that  which  has  been  too  hastily  passed  over.  In  many  in- 
stances a  review  of  some  portions  of  Part  II.  will  be  neces- 
sary as  preparation  for  certain  pages  of  Part  III. 

FIRST  MONTH. — Werner  Book  I,  pages  155  to  166. 

For  seat-work  pupils  may  copy  certain  pages,  filling  the 
blanks,  or  they  may  re-solve  the  problems  on  pages  100,  110, 
120,  130,  140,  and  153;  or  the  teacher  may  provide  problems 
similar  to  those  found  on  page  153.  Problems  (a),  (b),  (c), 


COURSE   OF   STUDY.  365 

etc.,  at  the  bottom  of  pages  158,  159,  160,  161,  162,  163,  164, 
165,  and  166  are  for  seat-work. 

SECOND  MONTH. — Werner  Book  I,  pages  167  to  178. 

All  the  letter  problems  are  for  seat-work.  Observe  that 
the  problems  to  which  numbers  are  prefixed  are,  in  most  in- 
stances, a  direct  preparation  for  other  problems  to  which 
letters  are  prefixed.  The  numbered  problems  are  for  class 
work. 

THIRD  MONTH.— Werner  Book  I,  pages  179  to  190. 

Observe  the  foot-notes  and  the  suggestions  to  teachers 
at  the  tops  of  the  pages.  Seat-work,  as  directed  for  second 
month.  Pupils  should  be  able  to  solve  problems  on  page  184 
without  errors. 

FOURTH  MONTH. — Werner  Book  I,  pages  191  to  202. 

Note  that  page  155  is  the  preparation  for  page  195;  page 
156  for  196,  etc.  If  good  work  was  done  during  the  first 
month  of  this  school  year,  the  work  of  the  fourth  month  will 
not  be  found  too  difficult. 

FIFTH  MONTH. — Werner  Book  I,  pages  203  to  214. 
"Make  haste  slowly."    Review  if  necessary.    'Two  prob- 
lems are  given  in  the -work  of  this  month  that  are  too  difficult 
for  pupils  at  this  stage  of  their  progress.     See  if  pupils  will 
discover  them. 

SIXTH  MONTH. — Werner  Book  I,  pages  215  to  226. 

While  doing  the  regular  work  for  this  month,  frequently 
review  the  work  in  decimals. 

SEVENTH  MONTH. — Werner  Book  I,  pages  227  to  238. 

Continue  the  review  of  decimals. 

EIGHTH  MONTH. — Werner  Book  I,  pages  239  to  250. 

Note  that  "long  division"  problems  now  appear  for  the 
first  time,  except  the  preparatory  work  on  page  238.  During 
this  and  the  following  month  an  unusual  amount  of  atten- 
tion should  be  given  to  figure  processes — work  with  the  pen- 


366  GALESBURG   PUBLIC    SCHOOLS 

cil  in  the  so-called  fundamental  operations  of  adding,  sub- 
tracting, multiplying,  and  dividing,  with  simple  integral 
numbers. 

NINTH  MONTH. — Werner  Book  I,  pages  251  to  256. 

First,  have  pupils  read  these  pages  in  class;  then  read 
them  at  their  seats.  The  main  point  is,  not  that  these  state- 
ments should  be  committed  to  memory,  but  that  they  should 
be  understood.  By  use,  the  pupils  have  already  become 
familiar  with  most  of  the  terms  employed  and  have  learned 
most  of  the  number  facts  given.  Perhaps  the  pages  may 
prove  helpful  to  pupils  in  learning  to  express  their  own 
thoughts  about  the  processes  and  relations  of  which  arith- 
metic treats. 

During  the  month  much  attention  should  be  given,  if 
necessary,  to  the  fundamental  operations  with  figures — par- 
ticularly to  "long  division ;"  not  very  long  either :  about  as 
long  as  the  problems  appearing  at  the  bottom  of  page  250. 

At  the  close  of  the  fourth  school  year,  pupils  should  be 
able: 

(1)  To  read  and  write  all  integral  numbers  that  can  be  repre- 

sented by  four  figures  or  less. 

(2)  To  add,  subtract,  multiply,  and  divide: 

(a)  Integral  numbers  represented  by  four  figures  or  less,  no  divisor 

or   multiplier  being  employed   consisting  of  more    than  two 
figures. 

(b)  Common   fractions,   with   no   denominator   larger   than   20. 

(c)  Decimals — tenths   and   hundredths   only. 

(d)  Denominate  numbers  similar  to  those  found  in  Book  I. 

(3)  To  use  correctly,  and  understand  when  others  use  them, 

the  following  terms:  Sum,  minuend,  subtrahend,  dif- 
ference, multiplicand,  multiplier,  product,  dividend,  di- 
visor, quotient,  fraction,  numerator,  denominator,  im- 
proper fraction,  proper  fraction,  area,  perimeter,  square, 
oblong,  cube,  triangle,  pentagon,  decimals,  decimal 
point. 

(4)  To  solve  easily  and  quickly  problems  like  the  following: 

2A  of    3  are 3  are  (or  is)  ^  of 

2/3  of    6  are 6  are  (or  is)  ^  of 

%  of  12  are 12  are  (or  is)  2/$  of 

*A  of  $2.50  is  (?)  $2.50  is  %of 

8  is  what  part  of  12?  etc.,  etc. 


COURSE   OF   STUDY.  367 

Do  similar  work  with  1  third,  1  fourth,  3  fourths,  1  fifth,  2  fifths, 
3  fifths,  and  4  fifths.  See  Book  I.,  page  17,  bottom  of 
pages  30  and  72,  top  of  pages  232,  etc. 

GRADE  V. 

FIRST  MONTH. — Werner  Book  II,  pages  11  to  26. 

Read  "Suggestions  to  Teachers,"  page  10.  Read  "The 
Foundation,"  page  5.  Use  Book  I.  in  preparing  for  the  work 
of  Book  II.  whenever  necessary.  The  main  business  of  the 
teacher  is  to  see  that  the  pupil  is  prepared  for  a  given  page 
before  he  undertakes  its  mastery. 

SECOND  MONTH. — Werner  Book  II,  pages  27  to  42. 

If  a  page  seems  difficult,  prepare  for  it  by  reviewing  the 
20th  and  10th  pages  preceding  it. 

THIRD  MONTH. — Werner  Book  II,  pages  43  to  58. 

If  the  letter  problems  do  not  furnish  a  sufficient  amount 
of  seat-work,  give  additional  problems  from  the  "Supple- 
mentary Seat-Work"  in  the  Teachers'  Hand-Book  to  the 
Werner  Arithmetics. 

FOURTH  MONTH. — Werner  Book  II,  pages  59  to  74. 

FIFTH  MONTH. — Werner  Book  II,  pages  75  to  90. 

SIXTH  MONTH. — Werner  Book  II,  pages  91  to  106. 

Review  as  preparation  for  an  advance  lesson  whenever 
this  seems  necessary.  If  page  103  seems  difficult,  review 
pages  83  and  93.  Often  ask  pupils  to  tell  the  meaning  in 
multiplication  and  division  problems. 

SEVENTH  MONTH. — Werner  Book  II,  pages  107  to  122. 

If  the  percentage  work  gives  trouble,  review  all  the  pre- 
ceding percentage  pages.  If  ,any  page  gives  trouble,  review, 
review,  REVIEW. 

EIGHTH  MONTH. — Werner  Book  II,  pages  123  to  138. 

NINTH  MONTH. — Werner  Book  II,  pages  139  to  149. 

At  the  close  of  the  fifth  school  year,  pupils  should  be 
able  to  do  accurately  work  similar  to  that  given  in  Part  I.  of 
Werner  Book  II.,  under  seven  heads,  namely: — Simple 


368  GALESBURG   PUBLIC    SCHOOLS 

Numbers,  Common  Fractions,  Decimal  Fractions,  Denomi- 
nate Numbers,  Measurements,  Ratio  and  Proportion,  and 
Percentage.  Pages  141  to  149  may  be  regarded  as  test 
pages.  Pupils  who  can,  without  assistance,  solve  the  prob- 
lems on  these  pages  accurately,  will  thus  prove  themselves 
masters  of  this  part  of  Book  II. 

GRADE  VI. 

FIRST  MONTH. — Werner  Book  II,  pages  151  to  166. 

If  more  can  be  accomplished  than  what  is  here  assigned, 
give  additional  problems  from  the  "Supplementary  Seat- 
Work"  in  the  Teachers'  Hand-Book  to  the  Werner  Arith- 
metics. 

SECOND  MONTH. — Werner  Book  II,  pages  167  to  182. 

THIRD  MONTH.— Werner  Book  II,  pages  183  to  198. 

Before  attempting  page  194,  review  pages  164,  174,  and 
184.  Note  that  pages  162,  163,  173,  183,  give  the  preparation 
for  193,  and  203.  Take  care  that  pupils  know  the  meaning 
of  problems  on  these  pages  before  their  solution  is  at- 
tempted. 

FOURTH  MONTH. — Werner  Book  II,  pages  199  to  214. 

FIFTH  MONTH. — Werner  Book  II,  pages  215  to  228. 

The  specific-gravity  problems  will  not  be  found  dfricult, 
if  pupils  understand  the  meaning  of  the  term.  Read  notes 
at  bottom  of  page  214. 

SIXTH  MONTH.— Werner  Book  II,  pages  229  to  242. 

The  "inverting  of  the  divisor"  appears  for  the  first  time 
on  page  232.  If  the  teacher  desires  further  discussion  of 
this  popular  short  cut  in  division  of  fractions,  see  Book  III., 
page  101. 

SEVENTH  MONTH. — Werner  Book  II,  pages  243  to  256. 

EIGHTH  MONTH. — Werner  Book  II,  pages  257  to  270. 

NINTH  MONTH. — Werner  Book  II,  pages  271  to  288. 

First  have  pupils  read  these  pages  in  class.  If  they  ap- 
prehend the  statements  therein  given,  they  will  at  length 


COURSE   OF   STUDY.  369 

comprehend  them.  Do  not  ask  pupils  to  'memorize  -what 
they  do  not  apprehend,  or  express  -what  they  do  not  perceive. 
During  the  ninth  month  attention  may  be  given  to  ac- 
curacy in  the  more  common  figure  processes.  Use  the  "Sup- 
plementary Seat-Work"  in  the  Hand-Book  if  necessary. 

GRADE  VII. 

FIRST  MONTH. — Werner  Book  III,  pages  11  to  30. 

Pupils  should  read  the  first  ten  pages  (11  to  20)  in  class, 
filling  all  the  blanks.  If  necessary,  supplement  the  second 
ten  pages  (21  to  30)  with  examples  selected  from  pages  319 
and  320. 

NOTE. — In  the  later  editions  of  Book  III,  64  pages  of  "Supple- 
mentary Problems"  are  given.  These  are  provided  to  give  elasticity 
to  the  Course.  The  extent  to  which  these  shall  be  employed  in  prac- 
tice must  depend  upon  the  needs  of  the  pupils  and  the  judgment  of 
the  teacher.  They  may  be  omitted  altogether  and  taken  in  the  high 
school  as  a  review  of  the  work  in  arithmetic.  THE  AUTHOR. 

SECOND  MONTH.— Werner  Book  III,  pages  31  to  50. 

Supplement  the  work,  if  necessary,  with  examples  se- 
lected from  pages  321,  322,  323,  324,  325,  and  326. 

THIRD  MONTH. — Werner  Book  III,  pages  51  to  70. 

If  more  examples  seem  necessary,  select  from  pages  327, 
328,  329,  330,  and  331. 

FOURTH  MONTH. — Werner  Book  III,  pages  71  to  90. 

For  additional  problems,  if  desired,  see  pages  332,  333, 
and  334. 

FIFTH  MONTH.— Werner  Book  III,  pages  91  to  110. 

Other  examples  for  practice  and  for  tests  may  be  found 
on  pages  335,  336,  and  337. 

SIXTH  MONTH.— Werner  Book  III,  pages  111  to  124. 

Additional  work  may  be  selected  from  pages  338  and  339. 

SEVENTH  MONTH. — Werner  Book  III,  pages  125  to  138. 

Test  pupils  with  examples  found  on  pages  340,  341,  and 
342. 


370  GALESBURG   PUBLIC    SCHOOLS 

EIGHTH  MONTH.— Werner  Book  III,  pages  139  to  150. 
For  test  problems,  see  pages  343,  344,  345,  346,  and  347. 
NINTH  MONTH. — Werner  Book  III,  pages  151  to  161. 

Additional  examples  for  practice  and  for  tests  may  be 
found  on  pages  348  and  349. 

During  the  ninth  month  give  special  attention  again  to 
accuracy  in  the  more  common  figure  processes.  Pages  319, 
321,  325,  335,  336,  etc.,  provide  the  necessary  problems  for 
such  a  drill.  Or,  better,  get  actual  business  problems  from 
the  farms,  the  warehouses,  the  lumber  yards,  the  cream- 
eries, the  banks  and  the  stores,  in  which  the  parents  of  some 
of  the  pupils  are  interested.  Help  the  pupils  to  discover  that 
inaccurate  figuring  is  of  no  value  whatever. 

GRADE  VIII. 

FIRST  MONTH. — Werner  Book  III,  pages  151  to  170. 

For  tests  and  extra  practice  work  for  eighth  year  pupils, 
see  "Supplementary  Problems"  found  on  pages  319  to  382  of 
Book  III.  Teachers  should  select  from  these  pages  such 
work  as  seems  best  adapted  to  the  needs  of  classes  or  of  in- 
dividual pupils. 

SECOND  MONTH. — Werner  Book  III,  pages  171  to  190. 
THIRD  MONTH.— Werner  Book  III,  pages  191  to  210. 
FOURTH  MONTH.— Werner  Book  III,  pages  211  to  230. 
FIFTH  MONTH.— Werner  Book  III,  pages  231  to  250. 
SIXTH  MONTH.— Werner  Book  III,  pages  251  to  270. 
SEVENTH  MONTH. — Werner  Book  III,  pages  271  to  286. 
EIGHTH  MONTH.— Werner  Book  III,  pages  287  to  302. 
NINTH  MONTH.— Werner  Book  III,  pages  303  to  318. 

NOTE. — The  remaining  64  pages  of  Book  III  may  be  mastered  by 
the  more  ambitious  pupils,  during  the  eighth  school  year ;  or  they  may 
be  in  part  or  wholly  omitted  (except  as  they  are  used  for  tests)  until 
the  third  high  school  year.  THE  AUTHOR. 


COURSE   OF   STUDY.  371 

LANGUAGE. 

Remarks. — The  object  of  language  teaching  is  to  give  the 
child  correct  forms  for  the  expressions  he  is  constantly  using 
and  to  lead  him  to  express  his  thoughts  in  an  easy  and  con- 
nected manner. 

Oral  exercises  should,  as  a  rule,  precede  all  written  work. 
Careful  instruction  in  composition  should  be  given : 

First,  by  class  exercises  in  which  the  compositions  are 
composed  by  the  children  and  written  on  the  board  by  the 
teacher. 

Second,  by  a  series  of  carefully  prepared  questions,  the 
answers  to  which  will  form  a  connected  story  or  descrip- 
tion. 

Third,  by  outlines  which  the  children  have  helped  to 
make. 

Originality  and  variety  of  expression  are  the  tests  of 
good  teaching.  To  aid  the  teacher  in  securing  these  results 
by  making  the  work  for  each  grade  definite  is  the  object  of 
this  outline  with  its  references. 

BOOKS  OF  REFERENCE. 

These  books  are  furnished  the  teachers  by  the  Board  of 
Education.  All  references,  if  not  otherwise  indicated,  are  to 
Book  I.  of  the  series. 

(1)  Two-Book  Course  in  English— Hyde.    D.  C.  Heath  &  Co. 

(2)  Foundation  Lessons  in  English. — Woodley.    The  Macmil- 

lan  Co. 

(3)  Metcalf's  Elementary  English. — Metcalf.    American  Book 

Co. 

(4)  The  Mother  Tongue. — Arnold  and  Kittridge.    Ginn  &  Co. 

(5)  Language  Lessons  from  Literature. — Cooley.     Houghton, 

Mifflin  &  Co. 

(6)  New  Language  Lessons. — Southworth.    Benj.  H.  Sanborn 

&  Co. 

(7)  Language  Through  Nature,  Literature  and  Art. — Perdue 

and  Griswold.    Rand  McNally  &  Co. 


372  GALESBURG   PUBLIC    SCHOOLS 

FIRST  YEAR 
ORAL. 

I.  Freedom  and  Confidence. — To  this  end  the  work  should 
consist  of  conversations  about  such  familiar  objects  as  will 
sufficiently  interest   the   pupil  to   induce   him   to   take   an 
active  part.    At  this  time  the  pupil  should  be  required   to 
give  his  answers  in  complete  sentences. 

II.  Reproduction  of  Stories. — The  teacher  should  furnish 
the  pupil  with  new  material  for  thought  and  conversation 
by  means  of  stories,  encouraging  him  to  tell  what  has  been 
presented.    These  stories  should  be  both  real  and  imaginary 
and  such  as  will  create  a  taste  for  good  literature.    The  fol- 
lowing stories  and  fables  will  be  found  suitable,  both  for 
reading  aloud  and  for  reproduction:    "The  Three    Bears," 
"Cinderella,"  "The  Discontented  Pine  Tree,"  "The  Story  of 
Cedric,"  "The  Dog  and  his  Shadow,"  "The  Wind  and  the 
Sun,"  "The  Mouse  and  the  Lion,"  "Story  of  Columbus," 
"Story  of  the  Pilgrims,"  "Story  of  Washington,"  "Story  of 
Lincoln."    These  stories  with  many  others,  can  be  found  in 
Baldwin's  "Fairy  Tale  and  Fable,"  McMurray's  "Classic 
Stories,"   Harrison's  "Story   Land,"  and  Wiggin's  "Story 
Hour." 

Poems  suitable  for  memorizing  in  the  primary  grades 
can  be  found  in  "Lullaby  Land,"  by  Eugene  Field;  "A 
Child's  Garden  of  Verses,"  by  Robert  Louis  Stevenson,  and 
"The  Land  of  Song,"  a  compilation  of  poems  for  children, 
published  by  Silver,  Burdette  &  Co. 

WRITTEN. 

I.  Pupil's  Name. 

II.  Accurate  Copying  of  Script  and  Print. 

III.  Dictation  of  Short  Sentences. 

IV.  Sentences  Suggested  by  Pictures. 
References:    Hyde,  pp.  13,  16,  17. 

Woodley,  pp.  21,  26. 

Metcalf,  pp.  7,  8,  9. 

Mother  Tongue,  pp.  14,  15,  16,  17. 


COURSE   OF   STUDY.  373 

V.  Capitals  ayid  Punctuation. — The  first  four  topics  in 
written  language  should  teach  the  following  uses  of  capitals 
and  punctuation  marks  in  telling  and  asking  sentences : 

I  (1)     The  first  word  of  every  sentence. 

1  Capitals J  (2)     Names  of  persons  and  places. 

(  (3)     The  words  I  and  O. 

2  Punctuation j  C1)     Period. 

(  (2)     Question  mark. 

References:    Hyde,  pp.  1,  2,  3. 

Woodley,  pp.  16,  17. 

Metcalf,  pp.  5,  6,  7,  8. 

Mother  Tongue,  pp.  6,  7,  8,  9,  10. 

SECOND  YEAR 

I.  Copying  of  Paragraphs  and  Stanzas. 

II.  Reproduction  of  Stories. 

References:    Second  Reader,  pp.  42,  46,  49,  51,  68,  70,  79,  105, 

150,  155. 

Hyde,  pp.  9,  22,  45,  60,  66,  69,  75,  89,  191. 
Woodley,  pp.  35,  42,  68,  70,  73. 
Mother  Tongue,  pp.  28,  57,  74,  79,  83. 
Southworth,  pp.  17,  22,  56,  57,  66,  67,  70,  74. 

III.  Description  of  Pictures. 

References:    Hyde,  pp.  6,  14,  24,  32,  42,  54,  65. 
Woodley,  pp.  36,  56,  65. 

IV.  Nature  Study. 

References:    Woodley,  pp.  21,  25,  26,  46,  50. 

Southworth,  pp.  17,  22,  56,  57,  66,  67,  70,  74. 

NOTE. — The  written  exercises  in  composition  in  this  grade  should 
consist  largely  of  short  compositions  suited  to  the  time  and  season; 
description  of  the  month,  its  weather,  products,  sports,  common  flow- 
ers, fruits  and  vegetables,  and  especially  of  the  holidays. 

V.  Combining  Sentences. 

References:    Woodley,  pp.  37-40. 

Maxwell,  pp.  43,  48,  53,  59,  76,  78. 


374  GALESBURG   PUBLIC    SCHOOLS 

VI.     Capitals. — The  use  of  capitals  extended  to  the  days 
of  the  week,  the  months  of  the  year,  and  the  holidays. 

References:    Hyde,  pp.  23,  25. 
Woodley,  p.  51. 
Metcalf,  pp.  19-20. 
Mother  Tongue,  pp.  19,  50,  57. 
Southworth,  pp.  30,  140. 

NOTE. — The  use  of  the  Comma  in  a  series  of  words  having  the 
same  construction  should  here  be  taught. 

VII.  Number  and  Form  of  Verbs. — Is  and  are,  was  and 
were,  has  and  have.    Go,  see,  do. 

References:    Hyde,  pp.  44,  46,  48,  50,  53,  54. 
Woodley,  pp.  74,  77,  126. 
Metcalf,  pp.  15,  16,  21,  80,  83. 
Southworth,  pp.  34,  52,  59,  70,  104,  107. 

VIII.  Personal  Pronouns. — Pronouns  used  as  subjects  of 
verbs. 

References:    Hyde,  p.  145. 

Southworth,  p.  99. 

IX.  Apostrophe. — The  use  of  the  apostrophe  to  denote 
omission  of  letters  in  a  word. 

References:    Hyde,  pp.  61,  62,  63. 

Woodley,  pp.  102,  187. 
Metcalf,  p.  89. 

Mother  Tongue,  pp.  84,  85,  86. 
Southworth,  pp.  19,  46,  75. 

X.  Adjectives. — The  articles  a,  an  and  the. 

References:  Hyde,  pp.  117,  118,  119. 
Mother  Tongue,  p.  217. 
Language  Lessons  from  Literature,  pp.  64-65. 

XL  Choice  of  Words. — Teach  the  pupils  to  avoid  the  use 
of  learn  for  teach;  can  for  may  in  asking  questions;  lay  for 
lie,  set  for  sit,  and  them  for  these. 

References:    Woodley,  p.  159. 

Southworth,  pp.  127,  129,  132,  145. 

Language  Lessons  from  Literature,  pp.  34-35,  188. 


COURSE   OF   STUDY.  375 

XII.    Homonyms. — These  are  found  in  the  Reader  of  this 
grade. 

New,  knew;  blue,  blew;  no,  know;  our,  hour;  tail,  tale;  write, 
right;  one,  won;  wood,  would;  cent,  sent;  great,  grate;  ate, 
eight;  there,  their;  hole,  whole;  sun,  son;  here,  hear;  by, 
buy;  rose,  rows;  dear,  deer;  steal,  steel;  meat,  meet;  piece, 
peace;  to,  two,  too;  see,  sea;  led,  lead;  road,  rode;  bow, 
bough. 

THIRD  YEAR 

I.    Composition. 

(1)  Copying  and  Dictation: 

References:    Hyde,  pp.  28,  45,  58,  62,  69,  82,  196. 
Metcalf,  pp.  45,  46. 
Mother  Tongue,  pp.  49, 90, 98, 112, 155, 135, 150, 187. 

(2)  Reproduction: 

References:    Third  Reader,  pp.  17,  40,  70,  77,  81,  85,  151,  163. 
Hyde,  pp.  22,  45,  60,  85,  191,  193. 
Woodley,  pp.  30,  61-64,  87-88. 
Metcalf,  pp.  14,  22,  26,  44,  54,  68. 
Mother  Tongue,  pp.  31,  47,  57,  74,  161,  174. 
Southworth,  pp.  36,  39,  44,  64,  106. 

(3)  Invention:  (A  story  suggested  by  a  picture  or  outline.) 
References:    Hyde,  pp.  32,  94. 

Woodley,  pp.  36,  103. 
Metcalf,  pp.  13,  17,  21,  43,  47. 
Southworth,  pp.  70,  76,  83. 

(4)  Description: 
References:    Hyde,  pp.  32,  94,  155. 

Woodley,  pp.  29,  46,  82,  89,  96. 
Metcalf,  pp.  18,  32,  38,  39,  118. 
Mother  Tongue,  p.  30. 
Southworth,  pp.  17,  25,  46,  61,  66. 

(5)  Letter  Writing: 
References:    Hyde,  pp.  37-42,  183. 

Woodley,  pp.  57-60. 

Metcalf,  pp.  92,  99,  106. 

Mother  Tongue,  pp.  62,  69,  111,  113,  132,  180. 

Southworth,  pp.  40,  94,  110,  125,  155. 

NOTE. — One  exercise  in  each  of  the  above  forms  of  composition  is 
required  every  month  from  each  pupil. 


376  GALESBURG   PUBLIC   SCHOOLS 

II.  Combining  Sentences. 
References:    Woodley,  pp.  37-40. 

III.  Abbreviations. — Titles,  initials  and  dates. 

References:    Hyde,  pp.  17,  26,  34,  35,  36. 
Woodley,  pp.  130-132. 
Metcalf,  pp.  9,  102,  103. 
Mother  Tongue,  pp.  18,  68,  72. 
Southworth,  pp.  11,  14,  IS,  33. 

IV.  Forms  of  Verbs. — Use  of  the  irregular  verbs  ring, 
sing,  begin,  bring,  write,  eat,  tear,  come,  run,  hear,  take. 

References:    Hyde,  pp.  124,  126,  123. 
Metcalf,  p.  112. 

Southworth,  pp.  140,  142,  146,  151. 
Language  Lessons  from  Literature,  pp.  46-47,  128, 
188,  189,  191. 

V.  Personal  Pronouns. 

References:    Hyde,  p.  145. 

Metcalf,  pp.  80,  149. 
Southworth,  p.  99. 

VI.  Apostrophe. — The  use  of  the  apostrophe  to  denote 
possession  without  regard  to  number. 

References:    Hyde,  pp.  100-103. 

Woodley,  pp.  153-155. 
Metcalf,  pp.  74-75. 
Mother  Tongue,  pp.  123,  130,  275. 
Southworth,  pp.  24,  26,  79,  91. 

VII.  Adjectives. — Use  of  this  and  that  and  their  plurals. 
Use  of  comparative  and  superlative  forms. 

References:    Hyde,  pp.  116,  117. 
Metcalf,  p.  66. 
Southworth,  p.  152. 

VIII.  Quotations. — The  three  forms  of  direct  quotations 
are  taught: 

References:    Hyde,  pp.  56,  57,  190. 

Woodley,  pp.  70-73,  164-167. 
Metcalf,  pp.  109,  111,  144. 
Mother  Tongue,  pp.  104,  138,  144,  201. 
Southworth,  pp.  37,  68,  87. 


COURSE   OF   STUDY.  377 

IX.    Homonyms. — These  are  found  in  the  Reader  of  this 
grade. 

Made,  maid;  knows,  nose;  flower,  flour;  son,  sun;  see,  sea;  pair, 
pear;  be,  bee;  ant,  aunt;  ate,  eight;  cents,  sense;  fair,  fare; 
pail,  pale;  pane,  pain;  red,  read,  rode,  road;  not,  knot;  pray, 
prey;  cent,  sent,  scent;  four,  fore;  hare,  hair;  sail,  sale. 

FOURTH   YEAR 

I.     Composition. 

(1)  Dictation: 

References:    Hyde,  pp.  79,  82,  98,  121,  148,  157,  204. 

Language  Lessons  from  Literature,  pp.  7,  22,  32, 
46,  57,  64,  90,  100,  104. 

(2)  Reproduction: 
References:    Fourth  Reader. 

Hyde,  pp.  60,  75,  89,  109,  149,  191. 

Woodley,  pp.  68,  73,  85,  168,  180. 

Metcalf,  pp.  23,  26,  54,  68,  75,  83. 

Mother  Tongue,  pp.  79,  83,  88,  89,  91,  111. 

Southworth,  pp.  6,  36,  60,  66,  153. 

Language    Lessons    from    Literature,    pp.    13-14, 

69-71,  106,  110,  115-118,  123-124,  155. 
Language  through  Nature,  pp.  24,  47,  58,  75-76, 

120,  128-131,  153,  155-158. 

(3)  Invention:     (A  story  suggested  by  a  picture  or  outline). 
References:    Metcalf,  pp.  24,  39,  43,  47,  57,  62,  70,  81. 

Mother  Tongue,  pp.  207,  208,  272. 

Southworth,  pp.  9,  12,  17,  25,  49,  90. 

Language  Lessons  from  Literature,  pp.  12,  90,  98. 

(4)  Description: 

References:    Hyde,  pp.  113,  116,  127,  152. 
Woodley,  pp.  32,  37,  65,  88. 
Metcalf,  pp.  35,  50,  64,  73,  78,  87,  105. 
Mother  Tongue,  pp.  30,  47,  61,  75,  93,  100,  103. 
Southworth,  pp.  20,  23,  57,  61,  97,  144. 
Language  Lessons  from  Literature,  pp.  1-2,  26. 

36,  72-74,  107-108. 
Language  through  Nature,  pp.  26,  30,  33,  37,  40,  41, 

46,  48,  51,  52,  57,  61,  62,  64,  66,  70,  72,  79,  80,  81, 

94,  97,  101,  102,  103. 


378  GALESBURG   PUBLIC   SCHOOLS 

(5)     Letter  Writing: 

References:    Hyde,  pp.  37-42,  69,  172,  183,  189,  200. 

Woodley,  pp.  57-61,  79,  112,  132. 

Metcalf,  pp.  92,  95,  96,  99,  100,  102,  106. 

Mother  Tongue,  pp.  58,  62-71,  75,  87,  90,  93. 

Southworth,  pp.  94,  110,  116,  126,  136. 

Language  Lessons  from  Literature,  pp.  38-42,  45- 
46,  65-66. 

II.  The  Comma. — Use  of  the  comma  in  (a)  case  of  ad- 
dress,   (b)    apposition,    (c)    quotation,    (d)    yes   and   no,   and 
(e)  a  series  of  words. 

References:    Hyde,  pp.  59,  68,  198,  57,  195. 

Woodley,  pp.  159-160,  37-40,  70-73,  124,  164-167. 
Mother  Tongue,  pp.  134,  135,  104-109,  111,  138,  141, 

201,  147. 
Southworth,  pp.  49,  37,  38,  87,  81-82. 

III.  Relative    Pronoun. — The    distinctive    uses    of    who. 
which  and  that. 

References:    Hyde,  pp.  76,  77,  174.    Book  Two,  pp.  66-78. 
Southworth,  p.  153. 

IV.  Interrogative  Pronouns. — The  use  of  who  in  asking- 
questions. 

References:    Hyde,  Book  Two,  pp.  78-81. 
Southworth,  pp.  166-167. 

V.  Verbs. — (a)  Correct  use  of  the  verbs  sit  and  set,  lie 
and  lay,  rise  and  raise,    (b)   Correct  forms  of  the  verbs  draw, 
know,  blow,  throw,  grow,  buy,  think,  run,  climb. 

References:    Hyde,  Book  Two,  pp.  153-154,  125-127. 
Woodley,  Book  Two,  pp.  40,  41,  42. 
Southworth,  pp.  127,  129,  130,  132,  133,  135,  110, 

111,  139,  140,  142,  143,  146. 
Language  through  Nature,  pp,  128,  163,  189,  192, 

193-194. 

VI.  The  Sentence. — Every  statement  is  made  up  of  two 
parts.     Separate  these  two  parts  by  a  short  vertical  line.     In- 
dicate the  simple  subject  by  a  short  horizontal  line  drawn  un- 
der  it,   the   simple   predicate   by   two   lines.      The    sentences 


COURSE   OF   STUDY.  379 

should  not  be  complex  nor  have  their  elements  transposed.  By 
slight  changes  suitable  sentences  can  be  obtained  from  the 
Reader. 

References:    Hyde,  p.  72. 

Woodley,  pp.  16,  45,  173. 

Mother  Tongue,  pp.  186,  189,  198. 

Southworth,  pp.  157,  158,  159. 

Language  Lessons  from  Literature,  pp.  3-7,  136. 

VII.  Choice  of  Words. — The  correct  use  of  think,  guess 
and  expect;  stop  and  stay;  love  and  like.     Avoid  the  use  of 
have  got  and  has  got  to  denote  possession:  don't  for  doesn't; 
had  ought  for  ought.    Avoid  the  use  of  ain't. 

References:    Hyde,  pp.  155,  156. 
Woodley,  p.  179. 
Metcalf,  pp.  121,  163. 
Southworth,  pp.  46,  47. 
Language  Lessons  from  Literature,  pp.  66-67. 

VIII.  Homonyms. — These  are  found  in  the  Reader  of 
this  grade. 

Some,  sum;  night,  knight;  I,  eye;  sight,  site;  red,  read;  bear, 
bare;  rays,  raise;  sail,  sale;  fur,  fir;  course,  coarse;  bee,  be; 
stair,  stare;  vane,  vain;  in,  inn;  rains,  reins;  bad,  bade;  the, 
thee;  their,  there;  threw,  through. 

FIFTH   YEAR 

Remarks. — Use,  for  the  first,  grammatical  terms,  and  give 
the  pupils  a  clear  and  concise  definition  of  each  after  the 
point  to  be  defined  is  comprehended  by  the  class.  Pupils 
should  be  able,  by  the  close  of  the  year,  to  recognize  the 
different  parts  of  speech  in  sentences  of  simple  construc- 
tion. 

I.     Composition. 
(1)     Reproduction: 

References:    Hyde,  pp.  3,  9,  30,  48,  51,  66,  91,  98,  120,  128. 
Woodley,  pp.  35,  50,  73,  85,  120. 
Metcalf,  pp.  67,  71,  72,  73,  82,  104,  113,  159. 
Mother  Tongue,  pp.  100,  108,  156,  168,  171,  230. 


380  GALESBURG   PUBLIC    SCHOOLS 

Southworth,  pp.  32,  119,  122,  124,  130,  134,  141,  151. 
Language     Lessons    from    Literature,    pp.    49-54, 

69-71,  92-96. 
Language  through  Nature,  pp.  88-89,  162,  170,  171- 

173,  180,  187,  190-191,  201-203,  207,  215,  222,  232. 

(2)  Invention:     (A  story  suggested  by  a  picture  or  outline.) 
References:    Hyde,  pp.  43,  81,  95,  104,  136,  155. 

Metcalf,  pp.  10,  17,  21,  33,  36,  38,  42. 
Mother  Tongue,  pp.  272,  281,  308. 
Southworth,  pp.  54,  109,  154. 

Language  Lessons  from  Literature,  pp.  131,  139, 
164,  172,  178. 

(3)  Description:     Use  of  outlines.     Comparison.     Pictures  in 

poems. 
References:    Hyde,  pp.  133,  175,  181,  187,  197,  205,  206. 

Woodley,  pp.  36,  65,  89,  105,  110. 

Metcalf,  pp.  29,  37,  41,  43,  47,  49,  50. 

Mother  Tongue,  pp.  47,  61,  89,  146,  216,  238,  290. 

Southworth,  pp.  67,  72,  98,  103,  107,  113,  102,  106, 
116. 

Language  Lessons  from  Literature,  pp.  2-4, 
8-12,  18-21,  28-31,  57-58,  101-103,  137-138,  142-143, 
145,  156-157. 

Language  through  Nature,  pp.  104,  110,  111,  115, 
132,  133-134,  139,  140,  141,  142,  148,  149,  152,  159, 
160,  161,  162,  176,  177,  179,  188,  197,  199,  200,  203, 
207,  209,  210,  212,  213,  214,  217-220,  230,  20,  38,  51, 
58,  92,  105-106,  117,  145-147,  167-169,  183-186,  194- 
195,  227-229. 

(4)  Letter  Writing: 

References:    Hyde,  pp.  37-41,  178,  183,  189,  190. 

Woodley,  pp.  57-61,  79,  112. 

Metcalf,  pp.  92-100,  106,  117,  120,  130. 

Mother  Tongue,  pp.  244,  251-254. 

Southworth,  pp.  40,  41,  94,  125,  144. 

Language  Lessons  from  Literature,  pp.  96,  179- 
180. 

Language  through  Nature,  pp.  18,  19. 
II.    Plural  of  Nouns. 

Words  ending  in  s,  z,  sh,  ch,  and  x. 
Words  ending  in  f,  or  fe. 
Words  ending  in  y. 


COURSE   OF   STUDY.  381 

References:    Hyde,  pp.  87-89.    Book  Two,  pp.  32-40. 
Woodley,  pp.  144,  145. 
Metcalf,  pp.  61,  63. 
Mother  Tongue,  pp.  266-271. 
Southworth,  pp.  63,  86,  71,  72. 

III.  Properties  of  Verbs. 

Principal  Parts:    Present,  past,  past  participle. 
Form:    Regular  and  irregular. 
Use:    Transitive  and  intransitive. 
Mode:    Indicative. 
Tense:    Present,  past  and  future. 

References:    Hyde,  pp.  123-124,  Book  Two,  pp.  123-127,  103-107, 
109,  118-121. 

Metcalf,  pp.  112-113,  132,  145,  159,  164,  173. 

Mother  Tongue,  pp.  282,  283,  287,  306. 

Southworth,  pp.  Ill,  140,    142,  143,    146,  151,  152, 
178,  182-183. 

IV.  The  Comma. — Use  of  the  comma  in  inquiries,  com- 
mands, series  of  words  and  phrases,  and  after  yes  and  no. 

References:    Hyde,  pp.  195-201,  Book  Two,  pp.  315,  316. 
Woodley,  pp.  40,  121,  160. 
Metcalf,  p.  131. 

Mother  Tongue,  pp.  134,  147,  237. 
Southworth,  pp.  81-82. 

V.  The  Sentence. — Every  statement  is  made  up  of  two 
parts.  Separate  these  two  parts  by  a  short  vertical  line.  In- 
dicate the  simple  subject  by  a  short  horizontal  line  drawn 
under  it,  the  simple  predicate  by  two  lines.    Adjective  and 
adverbial  modifiers  should  here  be  introduced.     By  slight 
changes,  sentences  suitable  for  analyzing  can  be  obtained 
from  the  Reader. 

References:    Hyde,  pp.  185-186,  176,  177,  Book  Two,  pp.  3-8. 
Metcalf,  pp.  186-190. 
Mother  Tongue,  pp.  180,  193,  289. 
Southworth,  pp.  157-160. 

VI.  Cases  of  Nouns  and  Pronouns. — The  nominative  case 
should  include  the  subject  of  finite  verbs  and  apposition; 


382  GALESBURG   PUBLIC    SCHOOLS 

the  possessive  should  exclude    apposition;    the    objective 
should  closely  follow  the  governing  word. 

NOTE. — The  subject  and  predicate  of  a  sentence  should  always  be 
pointed  out  by  the  pupil  before  he  is  asked  to  tell  the  parts  of  speech, 
case,  or  modifier. 

References:    Hyde,  Book  Two,  pp.  45-51,  181-187. 

Mother  Tongue,  pp.  187,  188,  289,  123-130. 

VII.  Use  of  Auxiliary  Verbs. — Use  of  shall  and  will, 
should  and  would. 

References:    Hyde,  Book  Two,  p.  131. 

SIXTH   YEAR 

I.  Composition. 

(1)  Letter-writing:    Two  business  letters  written  each  month. 

(2)  Reproduction:    Two  reproductions  each  month. 

II.  Grammatical  Construction. 

NOTE. — A  text-book  is  used  this  year  by  the  pupils,  and  the  follow- 
ing topics  are  taken  from  it: 

(1)  The  simple  sentence  and  its  classification  as  to  use. 

(2)  Subject  modified   by  an   adjective,  a   possessive  noun,   a 
noun  in  apposition,  and  a  phrase. 

(3)  Predicate  modified  by  an  adverb,  a  phrase  and  an  object. 

(4)  Predicate  noun  and  an  adjective. 

(5)  Nouns: — common  and  proper. 

(6)  Pronouns: — personal,  relative  and  interrogative. 

(7)  Adjectives: — qualifying  and  limiting. 

(8)  Verbs: — transitive  and  intransitive. 

(9)  Adverbs: — simple  and  conjunctive. 

(10)  Conjunctions: — co-ordinate  and  subordinate. 

(11)  Modification  of  nouns  and  pronouns,  of  verbs,  of  adject- 
ives, and  adverbs. 

(12)  Four  of  the  common  rules  for  forming  the  plural  of  nouns. 

(13)  The  rule  for  forming  the  possessive  case. 

(14)  Declension  of    personal,  relative,  and    interrogative  pro- 
nouns. 

(15)  Comparison  of  adjectives  and  the  use  of  the  comparative 
and  superlative  degrees. 

(16)  Conjugation  of  verbs  in  the  different  voices,  modes  and 
tenses,  paying  particular  attention  to  how  each  is  formed. 

NOTE. — No  definition  is  considered  to  be  understood  until  the  pupil 
can  give  a  sentence  of  his  own  construction  to  illustrate  it. 


COURSE   OF   STUDY.  383 

SEVENTH  YEAR 

I.  Composition. 

(1)  Letter  Writing. 

(2)  Reproduction. 

NOTE. — An  exercise  is  required  in  each  of  these  forms  of  compo- 
sition, twice  a  month. 

II.  Syntax  and  Analysis. — Under  Syntax  the  work  in- 
cludes the  rule  for: 

(1)  Subject  of  a  verb. 

(2)  Agreement  of  verbs. 

(3)  Adjectives  and  participles. 

(4)  Possessive  case. 

(5)  Noun  in  apposition. 

(6)  Objective  case. 

(7)  Complement  of  a  verb. 

(8)  Adverbs. 

(9)  Pronouns. 
(10)  Absolute  case. 

NOTE. — No  rule  is  considered  learned  until  the  pupil  applies  it  to 
sentences  of  his  own  construction. 

Under  Analysis  the  work  embraces. 

(1)  Classification  of  sentences  as  to  their  form. 

(2)  Analysis    of   the    simple  sentence   with    five  rules   for  its 

punctuation. 

(3)  Analysis  of  the  complex  sentence  with  its  different  kinds 

of  clauses,  and  with  four  rules  for  its  punctuation. 

(4)  Analysis  of  the  compound  sentence,  with  two  rules  for  its 

punctuation. 

NOTE. — The  pupil  should  be  able  to  write  readily  any  kind  of  a 
sentence. 

EIGHTH   YEAR 

I.    Composition. 

(1)  Letter  Writing. 

(2)  Reproduction. 

NOTE. — An  exercise  is  required  in  each  of  these  forms  of  com- 
position, twice  a  month. 


384  GALESBURG   PUBLIC   SCHOOLS 

II.  Noun. — All  cases  of  the  noun. 

III.  Pronoun. — Definition  and  declension  of  all  pronouns. 

IV.  Verb. 

(1)  Forms. 

(2)  Uses. 

(3)  Conjugation  of  the  various  forms. 

(4)  Syntax. 

V.  Sentences. 

(1)  Forms. 

(2)  Uses. 

(3)  Construction  and  analysis  of  each. 

NOTE. — No  definition  or  rule  is  considered  learned  until  the  pu- 
pil can  state  it  in  his  own  language  and  apply  it  to  sentences  of  his 
own  construction. 

GEOGRAPHY. 

NOTE. — The  following  divisions  were  made  by  experienced  teach- 
ers who  have  actually  done  the  work.  They  are  intended  only  to  be 
suggestive  to  teachers,  and  possibly  helpful  to  pupils  who,  for  any  rea- 
son, are  absent  for  a  part  of  the  year. 

FOURTH   YEAR 

MORTON'S  ELEMENTARY  GEOGRAPHY. 

FIRST  MONTH. — pp.  7-20. 

1.  Shape  of  the  earth. 

2.  Day  and  night. 

3.  Continents  and  oceans. 

4.  Latitude  and  longitude. 

5.  Surface  of  the  earth. 

6.  Clouds,  winds  and  waters. 
SECOND  MONTH. — pp.  20-38. 

1.  How  the  land  has  changed  its  form. 

2.  The  ocean. 

3.  Climate,  zones  and  seasons. 

4.  Plants  and  animals. 

5.  Means  of  communication. 


COURSE   OF   STUDY.  385 

THIRD  MONTH.— pp.  38-46. 
North  America. 

FOURTH  MONTH. — pp.  46-59. 

1.  United  States  as  a  whole. 

2.  New  England  States. 

3.  States  of  the  Atlantic  Slope. 

FIFTH  MONTH. — pp.  59-69. 

1.  States  of  the  Mississippi  Valley. 

2.  The  Plateau  States. 

3.  States  of  the  Pacific  Slope. 

SIXTH  MONTH. — pp.  69-86. 

1.  Detached  Possessions  of  the  United  States. 

2.  Other  Countries  of  North  America. 

3.  South  America. 

SEVENTH  MONTH. — pp.  86-104. 
Europe. 

EIGHTH  MONTH. — pp.  104-114. 
Asia. 

NINTH  MONTH. — pp.  114-126. 

1.  Africa. 

2.  Australia. 

3.  Islands  of  the  Pacific. 

NOTE  1. — The  aim  of  this  year's  work  is  to  give  the  pupils  only  gen- 
eral ideas  of  the  subject. 

NOTE  2. — The  pupils  should  know  the  divisions  of  land  and  water, 
their  general  shape,  and  their  relative  position.  To  this  end  map 
sketching  should  be  almost  a  daily  exercise. 

NOTE  3. — A  pupil  should  be  able  to  make  a  memory  sketch  of  any 
continent  in  three  to  five  minutes,  and  nothing  should  appear  in  the 
sketch  which  the  pupil  cannot,  at  least,  name. 

NOTE  4. — A  book,  such  as  a  geographical  reader  furnished  by  the 
Board  of  Education,  is  to  be  read  in  class  by  the  pupils,  or  to  them, 
while  they  are  studying  each  continent. 


386  GALESBURG   PUBLIC    SCHOOLS 

FIFTH   YEAR 

MORTON'S  ADVANCED  GEOGRAPHY. 
FIRST  MONTH. — pp.  5-14. 

1.  Form  and  size  of  the  earth. 

2.  Motions  of  the  earth  and  their  effects. 

3.  Latitude  and  Longitude. 

4.  Surface  of  the  earth  and  its  natural  divisions. 

SECOND  MONTH. — pp.  14-31. 

1.  Zones  and  seasons. 

2.  Ocean  currents. 

3.  Changes  in  the  earth's  surface. 

4.  Life — vegetable  and  animal. 

THIRD  MONTH. — pp.  31-43. 

1.  Races  and  occupations. 

2.  Development  of  cities. 

3.  Governments  and  religions. 

FOURTH  MONTH. — pp.  43-59. 

1  North  America. 

2  United  States  as  a  whole. 

FIFTH  MONTH.— pp.  59-71. 

1.  The  New  England  States. 

2.  States  of  the  Atlantic  Slope. 

SIXTH  MONTH. — pp.  71-79. 

1.  States  of  the  Mississippi  Valley — Northern  Section. 

2.  Special  Geography  of  Illinois. 

SEVENTH  MONTH. — pp.  79-88. 

1.  States  of  the  Mississippi  Valley — Southern  Section. 

2.  The  Plateau  States. 

EIGHTH  MONTH. — pp.  88-95. 

1.  States  of  the  Pacific  Slope. 

2.  Detached  Possessions  of  the  United  States. 


COURSE   OF   STUDY.  387 

NINTH  MONTH.— pp.  95-100. 

1.  Dominion  of  Canada. 

2.  Danish  America. 

NOTE  1. — Pupils  should  be  able  to  make  rapidly  memory  sketches 
of  any  section  studied,  and  nothing  should  appear  in  these  sketches 
which  the  pupils  cannot  name. 

NOTE  2. — Special  attention  should  be  given  to  the  physical  as  well 
as  to  the  descriptive  and  political  geography.  As  far  as  possible  some 
important  fact  should  be  associated  with  each  place  located. 

NOTE  3. — A  geographical  reader,  furnished  by  the  Board  of  Edu- 
cation, is  to  be  read  in  class  while  each  country  is  being  studied. 

SIXTH  YEAR 
MORTON'S  ADVANCED  GEOGRAPHY — COMPLETED. 

FIRST  MONTH.— pp.  100-105. 

Mexico,  Central  America,  West  Indies. 

SECOND  MONTH. — pp.  106-115. 

South  America. 

THIRD  MONTH. — pp.  116-122. 

Europe  as  a  whole. 

FOURTH  MONTH. — pp.  123-135. 

Separate  Countries  of  Europe. 

FIFTH  MONTH. — pp.  138-149. 

Asia. 

SIXTH  MONTH. — pp.  150-157. 

Africa. 

SEVENTH  MONTH. — pp.  158-164. 

Australia  and  Islands  of  the  Pacific. 

EIGHTH  MONTH. — pp.  5-43. 

Geographical  facts  and  principles. 

NINTH  MONTH. — pp.  45-95. 

North  America  and  United  States. 

NOTE. — Pupils  should  not  dispose  of  their  geographies  at  the  end 
of  this  grade,  for  the  subject  will  be  thoroughly  reviewed  the  last  half 


388  GALESBURG   PUBLIC    SCHOOLS 

of  the  eighth  year,  and  the  books  will  then  be  needed.  In  addition  to 
this,  a  large  geography  is  equal  in  importance  to  the  dictionary  as  a 
book  of  reference,  and  one  should  be  in  every  home ;  Morton's  Ad- 
vanced Geography  is  especially  well  adapted  for  this  use  as  there  is  in 
the  back  part  of  the  book  a  complete  set  of  reference  maps. 

HISTORY. 

NOTE. — The  following  divisions  were  made  by  experienced  teach- 
ers who  have  actually  done  the  work.  They  are  intended  only  to  be 
suggestive  to  teachers,  and  possibly  helpful  to  pupils  who,  for  any 
reason,  are  absent  for  a  part  of  the  year. 

SEVENTH  YEAR 
MONTGOMERY'S  AMERICAN  HISTORY. 

FIRST  MONTH. — pp.  1-24. 
Discovery  of  America. 

SECOND  MONTH. — pp.  25-50. 
Explorations. 

THIRD  MONTH.— pp.  51-67. 
Virginia. 

FOURTH  MONTH. — pp.  77-96. 
Massachusetts. 

FIFTH  MONTH.— pp.  67-76,  96-108. 

New  York,  New  Jersey,  New  Hampshire,  Connecticut, 
and  Maryland. 

SIXTH  MONTH. — pp.  108-126. 

Rhode  Island,  Delaware,  North  and  South  Carolina, 
Pennsylvania,  and  Georgia. 

SEVENTH  MONTH. — pp.  127-151. 

French  and  Indian  War. 

General  state  of  the  country  in  1763. 

EIGHTH  MONTH. — pp.  152-180. 

Revolutionary  War — To  the  Treaty  with  France. 


COURSE   OF   STUDY.  389 

NINTH  MONTH.— pp.  180-195. 

From  the  Treaty  with  France  to  Washington's  Adminis- 
tration. 

EIGHTH  YEAR 
MONTGOMERY'S  AMERICAN  HISTORY — COMPLETED. 

FIRST  MONTH.— pp.  195-224. 
Organization  of  the  Government. 
Foreign  Relations. 
War  of  1812. 

SECOND  MONTH. — pp.  225-252. 
Monroe  Doctrine. 
Extension  of  Slavery. 
Tariff  and  Nullification. 

THIRD  MONTH.— pp.  253-276. 
Emigration. 
Inventions. 
Mexican  War. 
Slavery  Disputes. 

FOURTH  MONTH.— pp.  277-302. 
Causes  of  the  Civil  War. 
Civil  War — to  the  close  of  1861. 
FIFTH  MONTH.— pp.  303-334. 
The  Civil  War— from  1861. 
SIXTH  MONTH.— pp.  335-356. 
Period  of  Reconstruction. 
SEVENTH  MONTH. — pp.  356-382. 
Industrial  and  Social  Development. 
EIGHTH  MONTH.— pp.  383-402. 
Spanish-American  War. 
Expansion. 

NINTH  MONTH. 
Review. 


390  GALESBURG   PUBLIC    SCHOOLS 

SPELLING. 

In  grades  First,  Second,  Third,  Fourth,  and  Fifth,  a 
printed  "List  of  Words"  is  furnished  each  pupil  by  the 
Board  of  Education.  The  words  contained  in  each  list  are 
those  that  have  frequently  been  used  and  misspelled  by  the 
pupils  of  that  grade  in  their  written  work. 

In  the  Sixth,  Seventh,  and  Eighth  grades  the  Progressive 
Speller — Part  II.,  is  used:  (1)  Section  1  of  the  book  in  the 
Sixth  Grade,  (2)  Section  2  in  the  Seventh  Grade,  and  (3) 
Section  3  in  the  Eighth  Grade. 

PENMANSHIP. 

Copybooks  are  used  in  all  the  grades  above  the  first  and 
a  lesson  in  writing  is  given  each  day  in  those  grades. 

PHYSIOLOGY. 

Physiology  is  taught  in  each  grade  the  time  required  by 
the  state  law — usually  during  the  winter  term. 

MUSIC. 
[Prepared  by  Miss  Jessie  Glaze  Strong.] 

In  carrying  out  the  methods  in  this  outline,  the  teacher 
must  constantly  bear  in  mind  that  the  basis  of  all  music 
study  in  the  public  school  is  singing. 

Require  erect  position  and  distinct  articulation. 

Seek  intelligent  artistic  expression. 

Always  pitch  songs  and  exercises  with  pitch  pipe  or  in- 
strument. 

Do  not  allow  flatting.  If  the  pupils  flat  they  are  singing 
too  loudly  or  it  may  be  due  to  one  or  more  individuals. 
Find  such  persons  and  have  them  use  light  tones. 

In  singing  two  part  songs  it  is  important  that  the  chil- 
dren keep  the  alto  in  a  soft  and  agreeable  voice,  since  the 
forcing  of  the  chest  tones  up  into  the  head  register,  as  is 
often  the  case,  not  only  produces  a  hardness  of  tone,  but 
does  real  injury  to  the  voice. 


COURSE   OF   STUDY.  391 

Let  all  advance  work  be  done  individually.  See  that  the 
other  pupils  study  exercise  or  song  in  hand  while  the  indi- 
vidual work  is  being  done.  This  is  very  important.  Do 
individual  work  at  least  half  the  time. 

Let  children  mark  rhythm  with  forefinger  in  easy  and 
natural  movement. 

Regular  teacher  will  please  not  leave  room,  look  over  or 
mark  papers  while  supervisor  is  giving  lesson,  but  attend 
strictly  to  lesson. 

FIRST  YEAR 

Primer  of  Vocal  Music  in  hands  of  teacher. 

Lesson  Period — Fifteen  minutes  daily. 

The  child's  first  formal  instruction  should  be  in  the  sing- 
ing of  rote  songs.  He  should  sing  many  songs  until  he  is 
familiar  with  melody  and  until  time  has  a  definite  meaning 
to  him.  While  singing,  the  children  should  mark  the  ac- 
cented beat  of  each  measure. 

In  connection  with  the  singing  of  the  simpler  songs,  the 
children  are  taught  to  recognize  the  key  tone  or  "do"  of  the 
key  in  which  the  song  is  written. 

Separate  the  songs  into  phrases,  which  usually  corres- 
pond to  the  lines  of  the  poem. 

Teach  syllable  verse  to  the  majority  of  songs. 

SECOND  YEAR 

Primer  of  Vocal  Music  in  hands  of  pupils. 

Lesson  Period — Twenty  minutes  daily. 

Songs  of  first  year  reviewed  and  fully  established  in 
mind  of  child. 

The  children  now  begin  to  observe  the  notation  of  music. 
Their  first  study  is  based  upon  familiar  songs. 

As  an  introduction  to  this  important  step  of  training  the 
eye  the  children  may  follow  the  notes  of  the  printed  song 
with  their  forefinger  as  they  sing,  marking  the  rhythm  at 
the  same  time. 


392  GALESBURG   PUBLIC    SCHOOLS 

Sight  Reading  to  be  developed. 

Use  of  evenly  divided  beat. 

Two  and  three  part  singing  through  cannon  and  round. 

THIRD  YEAR 

Book  One— Pages  7  to  90. 

Lesson  Period — Twenty  minutes  daily. 

Rote  songs  reviewed  and  continued. 

The  study  of  the  staff  including  sight  reading. 

Development  of  evenly  divided  beat. 

Use  of  unevenly  divided  beat. 

Use  of  chromatics  through  song. 

FOURTH   YEAR 

Book  One — Reviewed  and  completed. 

Lesson  Period — Twenty  minutes  daily. 

The  children  should  review  last  year's  work,  taking  such 
songs  and  exercises  as  illustrate  the  problems  in  each  day's 
lesson. 

Development  of  unevenly  divided  beat. 

Development  of  sharp  four. 

Intermediate  tones  introduced. 

Chromatics  used  in  song. 

Beginning  of  two  part  work. 

FIFTH   YEAR 

Book  Two — Pages  1  to  100. 
Lesson  Period — Twenty  minutes  daily. 
Study  carefully  all  problems  worked  out  in  the  first,  sec- 
ond, third  and  fourth  years.    This  is  absolutely  essential. 
Development  of  larger  tonal  and  rhythmical  problems. 
Development  of  flat  seven. 
Development  of  three  part  music. 
Classification  of  voices. 


COURSE   OF   STUDY.  393 

SIXTH  YEAR 

Book  Two — Reviewed  and  completed. 
Lesson  Period — Twenty  minutes  daily. 
One  or  more  songs  and  several  studies  reviewed  in  each 
of  the  nine  keys. 

Develop  minor  scale. 
Afterbeat  note  understood. 
A  great  number  of  songs  learned. 
Greater  variety  of  rhythm. 

SEVENTH  YEAR 

Alternate  Third  Book— Pages  7  to  84. 

Lesson  Period — Twenty  minutes  daily. 

Minor  scales  related  to  major. 

The  pupils  should  sing  the  familiar  songs  of  the  book. 

The  musical  problems  as  found  in  the  book,  should  be 
studied  and  mastered  as  mere  musical  problems.  The 
knowledge  thus  gained  should  be  applied  to  songs  later  on. 

EIGHTH   YEAR 

Alternate  Book  Three.     Complete  book. 

Lesson  Period — Twenty  minutes  daily. 

In  this  grade  the  child  should  devote  himself  mostly  to 
the  study  of  song.  The  proportion  of  song  singing  and  of 
the  study  of  musical  elements  will  easily  adjust  itself. 

Definite  understanding  of  minor  relations. 

Use  of  all  major  and  minor  keys. 

Bass  Clef  used. 

"If  our  art  is  not  to  sink  to  the  level  of  trade,  commerce 
and  fashion,  the  training  for  it  must  be  complete,  thorough, 
intelligent  and  really  artistic." 

DRAWING. 

[Prepared  by  Miss  Ida  Glenn.] 

Lesson  Periods — First  two  grades  from  fifteen  to  thirty 
minute  lesson  daily ;  third,  fourth,  fifth  and  sixth  grades — 


394  GALESBURG   PUBLIC    SCHOOLS 

three  thirty  minute  lessons   each  week;   seventh  and  eighth 
grades — two  forty-five  minute  lessons  each  week. 

FIRST  YEAR 

Materials — Colored  crayon,  charcoal,  water  color. 

Nature  Work — Grasses,  flowers,  fruits,  animals,  landscapes. 

Illustrative  Work — Stories,  nursery  rhymes,  personal  ex- 
periences. 

Industrial  Work — Paper  folding  and  weaving,  rug  weaving, 
spool  knitting,  paper  construction  work. 

Picture  Study— "Feeding  her  Birds,"  Millet ;  "Song  of  the 
Lark,"  Breton;  "Madonna  of  the  Chair,"  and  "Sistine  Ma- 
donna," Raphael ;  "Holy  Family,"  Murillo ;  Animal  Pictures 
by  Landseer  and  Bonheur. 

SECOND  YEAR 

Materials — Water  color,  charcoal. 

Nature  Work — Fruits,  flowers,  animals,  landscapes. 

Illustrative  Work — Stories,  children's  poems,  games,  street 
scenes,  the  holidays. 

Decorative  Work — Borders,  all  over  design, — applied  to 
book  covers,  boxes,  wall  paper  for  doll  houses,  etc. 

Industrial  Work — Paper  construction,  raffia  and  tilo  mat- 
ting mats,  rug  weaving. 

Picture  Study — "Primary  School  in  Brittany,"  Geoffrey; 
"Return  of  Mayflower,"  and  "Pilgrim's  Exile,"  Boughton; 
"The  Arrival  of  the  Shepherds,"  LeRolle;  "Dance  of  the 
Nymphs,"  Corot;  "Aurora,"  Guido  Reni. 

THIRD  YEAR 

Materials — Water  color,  pencil,  (Applied  Arts  Drawing 
Book— Third  Year). 

Nature  Work — Flowers,  fruit,  animals,  landscapes,  special 
study  of  trees  and  birds. 

Illustrative  Work — Children  at  work  and  play,  street  scenes. 

Type  Forms — Sphere,  cube,  cylinder,  hemisphere,  square 
prism,  right  tri-prism. 


COURSE   OF   STUDY.  395 

Decorative  Work — Coloring  text  sheets,  designing  borders 
and  squares  on  squared  paper. 

Industrial  Work — Mats  of  raffia,  burlap  or  tilo  matting 
decorated  with  original  designs  either  worked  or  stained. 

Picture  Study — "Madonna  of  the  Arbor,"  Dagnan-Bow- 
veret;  "Christ  in  the  Temple  with  the  Doctors,"  Hofman; 
"Angel  Heads,"  Reynolds ;  "Shepherdess  Knitting,"  and  "Plant- 
ing Potatoes,"  Millet 

FOURTH   YEAR 

Materials — Water  color,  pencil,  (Applied  Arts  Drawing 
Book — Fourth  Year). 

Nature  Work — Flowers,  fruits,  vegetables,  animals,  land- 
scapes, attitudes  and  actions  of  human  figure. 

Original  Illustration — Street  scenes — express  wagon,  milk 
wagon,  fire  engine. 

Type  Forms — Equi.  tri.  prism,  square  pyramid,  cone,  ovoid, 
ellipsoid. 

Decorative  Work — Coloring  text  sheets,  designing  on 
squared  paper,  designing  from  plant  forms. 

Industrial  Work — Stenciling  original  design  on  pillow  or 
scarf.  Raffia  basket,  simple  pottery.  (Special  study  of  Indian 
basketry  and  pottery.) 

Picture  Study — "Shoeing  the  Bay  Mare,"  and  "My  Dog," 
Landseer;  "Landing  of  the  Pilgrims,"  Rothermet;  "Plough- 
ing," Bonheur ;  "Repose  in  Egypt,"  Van  Dyck ;  "Divine  Shep- 
herd," Murillo;  "Washington,"  Stuart;  "The  Gleaners,"  and 
"The  Angelus,"  Millet. 

FIFTH  YEAR 

Materials — Water  color,  pencil,  (Applied  Arts  Drawing 
Book— Fifth  Year) . 

Nature  Work — Accepted  line  and  pencil  painting  of  plant 
growth,  landscapes,  children's  poses,  animals  from  life,  special 
study  of  grasses. 

Perspective — Views  of  a  circle. 


396  GALESBURG   PUBLIC    SCHOOLS 

Type  Forms — Geometric  solids,  plane  figures  and  views. 

Still  Life — Groups  of  objects  based  on  type  forms. 

Design — Filling  definite  shapes  with  design.  Decorative 
printing. 

Industrial  Work — Making  folios  or  book  covers,  stencil- 
ing. 

Picture  Study — Greek  architecture.  Study  of  the  works  of 
Da  Vinci,  Angelo,  Raphael. 

SIXTH   YEAR 

Materials — Water  color,  pencil,  (Applied  Arts  Drawing 
Book— Sixth  Year). 

Nature  Work — Pencil  and  brush  work  in  plant  growth. 
Special  study  of  beautiful  weeds.  Pose  work. 

Type  Forms — Geometric  solids,  plane  figures  and  views. 

Perspective — Square  prism  from  different  positions.  Draw- 
ing of  furniture. 

Still  Life — Groups  of  objects  in  pencil  work.  Special  atten- 
tion to  handles,  spouts,  etc. 

Design — Original  book  cover  designs.  Spaces  filled  with 
designs  using  plant  motif.  Vase  designs.  (Special  study  of 
American  pottery.) 

Industrial  Work — Pottery,  stenciling,  paper  construction — 
lanterns  and  lamp  shades. 

Picture  Study — St.  Mark's  Cathedral.  Study  of  works 
of  Titian,  Veronese. 

SEVENTH  YEAR 

Materials — Water  color,  pencil,  charcoal.  (Applied  Arts 
Drawing  Book — Seventh  Year.) 

Nature  Work — Landscapes  in  pencil  and  color,  decorative 
composition  following  careful  study  of  growth  of  plant,  pose 
work.  Special  study  of  insect  coloring. 

Working  Drawing — Geometric  problems,  surface  develop- 
ment of  solids. 

Perspective — Line  of  horizon  vanishing  point. 


COURSE   OF   STUDY.  397 

Still  Life — Groups  of  objects  in  pencil  and  charcoal. 

Design — Original  designs  from  insect  motifs. 

Industrial  Work — See  Manual  Training  and  Domestic 
Science. 

Picture  Study — Gothic  architecture.  Study  of  the  land- 
scapes of  Turner,  Gainsborough  and  Constable. 

EIGHTH    YEAR 

Materials — Water  color,  pencil,  colored  crayon,  (Applied 
Arts  Drawing  Book — Eighth  Year). 

Nature  Work — Special  study  of  decorative  composition  in 
connection  with  study  of  plant  growth,  landscapes  in  pencil 
and  color,  pose  work. 

Working  Drawings — Furniture. 

Perspective — Interiors  and  exteriors  of  buildings,  furni- 
ture. 

Still  Life — Groups  of  objects  in  colored  crayons  and  pencil. 

Design — Original  designs  for  book-plates,  monograms 
Fancy  lettering. 

Industrial  Work — See  Manual  Training  and  Domestic 
Science. 

Picture  Study — American  architecture.  American  artists, 
Whistler,  Sargent,  Alexander,  Abbey. 

PHYSICAL  TRAINING. 
[Prepared  by  Miss  Soflena  E.  Mathis.] 
GENERAL  DIRECTIONS 

To  attain  the  best  results  in  physical  exercises  the  fol- 
lowing rules  should  be  observed : 

1.  Devote minutes  every  day  to  Physical  Exercise. 

2.  Ventilate  the  room  before  exercising. 

3.  The  teacher  may  select  the  most  appropriate  time. 
If  it  is  thought  necessary  to  exercise  in  the  morning  and 
afternoon  sessions,  the  time  devoted  to  the  physical  training 
may  be  divided  accordingly. 


398  GALESBURG   PUBLIC    SCHOOLS 

4.  Arrange  the  class  in  such  a  manner  that  the  smaller 
pupils  will  be  in  front  and  the  larger  in  the  rear,  so  that  the 
teacher  can  overlook  the  class  more  easily. 

5.  Impress  upon  the  pupils,  especially  the  girls  in  the 
higher  grades,  the  benefit  of  wearing  loose  garments. 

6.  Arm  and  leg  exercises  ought  to  be  practiced  eight  or 
more  times,  while  trunk  and  head  exercises  are  not  to  be 
practiced  more  than    eight  times    in  succession.    Teachers 
should  be  careful  that  no  part  of  the  body  is  overtaxed. 

7.  Breathing  exercises  ought  to  be  practiced  every  day, 
but  for  these  as  well  as  for  all  physical  exercises,  pure  air  is 
absolutely  necessary. 

8.  Every  teacher  ought  to  memorize  the  exercises  be- 
fore conducting  them,  otherwise  time  is  wasted  and  the  les- 
son becomes  tiresome  to  the  pupils. 

9.  All  new  exercises  should  be  shown  by  the  teacher,  but 
after  the  pupils  fully  comprehend  an  exercise  it  is  not  neces- 
sary to  illustrate  further,  occasional  corrections  excepted. 
The  pupils  will  then  begin  at  the  command  of  the  teacher. 
Begin  every  lesson  with  a  few  preparatory  movements,  even 
when  none  are  indicated,  increase  the  exercise  in  strength 
and  close  the  lesson  with  slower  movements  and  breathing 
exercises. 

10.  Every  teacher  should  interest  herself  in  the  outdoor 
activities  of  her  children,  and  seek  to  foster  in  her  pupils 
a  wholesome  interest  in  such  forms  as  will  make  for  mental 
relaxation  and  fine  physical  tone.      She  will  find  that  with 
thought  and  study  she  can  suggest  many  games  and  activ- 
ities to  her  classes  which  will  prove  interesting  and  profit- 
able, and  at  the  same  time  thereby    indirectly  increase  her 
hold  upon  the  affections  of  her  children. 

Nothing  can  take  the  place  of  the  rollicking,  romping 
games  which  are  played  out  of  doors.    Active  games  of  the 


COURSE  OF  STUDY.  399 

sort  ordinarily  played  by  school  children  are  perfectly  safe 
and  healthy  for  boys  and  girls  when  not  carried  to  extremes 
in  duration  and  intensity.  A  moderate  amount  of  fatigue  is 
not  unwholesome,  but,  in  general,  the  game  or  exercise 
should  stop  short  of  severe  fatigue. 

POSITION 

The  erect  position  in  the  seat  and  fundamental  position 
in  the  aisle  are  the  first  starting  positions,  as  from  these  all 
exercising  begins. 

All  positions  of  arms,  legs,  etc.,  are  starting  positions. 

From  the  fundamental  position  we  raise  or  swing  the 
arms,  we  bend  or  turn  the  trunk  or  head,  etc. 

Special  care  should  be  given  to  the  erect  position  in  sit- 
ting and  standing,  especially  in  the  first  four  grades.  Neg- 
lect of  this  often  results  in  the  curvature  of  the  spinal 
column  and  unduly  prominent  shoulder  and  hip. 

Stooping  forward  when  reading,  writing  or  drawing,  in- 
clining the  head  or  trunk  to  one  side  when  reciting,  habit- 
ually supporting  the  main  weight  of  the  upper  body  upon 
one  and  the  same  leg  as  well  as  carrying  the  school  books 
in  a  one-sided  fashion — these  in  the  main  are  the  causes  en- 
gendering contortion  of  the  spinal  column.  In  conclusion,  I 
quote  from  Dr.  F.  A.  Schmede's  valuable  work,  "Our 
Body:" 

"A  good  carriage  is  a  prerequisite  to  the  proper  health- 
ful development  of  certain  parts  of  the  body,  notably  the 
chest.  The  correction  of  a  faulty  carriage  becomes  impera- 
tive, therefore,  not  only  upon  the  ground  of  developing  a 
physically  beautiful  form,  but  because  it  serves  to  check  and 
prevent  the  attendant  evils  of  a  morbid  predisposition  and 
consequently  the  decay  of  vital  organs." 

ERECT   POSITION    IN    SEAT 

The  sitting  position  must  be  erect,  the  hands  on  the  desk 
and  apart  at  shoulders'  width,  thumbs  beneath  the  edge  of 


400  GALESBURG   PUBLIC    SCHOOLS 

the  desk,  head  up  and  chin  drawn  in,  shoulders  back,  with- 
out touching  the  back  of  the  seat,  feet  on  the  floor,  heels 
together. 

RESTING   POSITION 

Any  convenient  position  in  which  the  muscles  are  re- 
laxed may  be  called  a  resting  position,  and  after  the  pupils 
have  practiced  a  number  of  exercises  the  teacher  may  give 
the  command  to  rest,  but  this  command  ought  not  to  be 
given  too  often,  as  in  the  brief  time  devoted  to  physical 
training  in  our  schools  the  children's  strength  will  hardly 
be  overtaxed  if  arm,  trunk  and  leg  exercises  are  sufficiently 
varied;  however,  it  may  be  necessary  to  rest  when  the 
teacher  explains  or  shows  a  new  exercise.  At  the  command, 
in  place,  rest !  move  into  the  following  position :  Clasp 
hands  backward  and  place  right  (left)  foot  backward.  Care 
should  be  taken  that  the  position  of  the  feet  is  changed  fre- 
quently, thus  avoiding  the  habit  of  resting  too  much  on  one 
leg,  for  this  may  become  the  cause  of  a  deformed  spinal 
column. 

CLOSING  AND   BREATHING  EXERCISES 

At  the  end  of  each  lesson  close  with  a  breathing  exercise. 
Practice  these  only  by  command  and  a  few  times,  but  exe- 
cute very  slowly. 

Breathing  exercises  have  a  tendency  toward  quieting  the 
system ;  therefore  it  is  advisable  to  conclude  every  lesson  in 
physical  training  with  same. 

Where  arm  exercises  are  indicated  with  breathing  exer- 
cises, practice  such  very  slowly  and  gracefully,  inhale  and 
exhale  through  the  nostrils. 

GENERAL  SYNOPSIS  OF  PHYSICAL  TRAINING  IN  THE  GRADES 
FIRST  AND   SECOND 

Positions;  simplest  marching;  running  and  skipping; 
imitation  exercises;  nature  games;  rhythmic  games. 


COURSE  OF  STUDY.  401 

THIRD  AND  FOURTH 

Gymnastics;  preparatory  body  movements;  marching; 
running;  odd  fancy  steps;  postural  work  and  breathing; 
desk  exercises ;  games ;  dumb  bells  introduced. 

FIFTH  AND  SIXTH 

Gymnastics ;  lesson,  plan  same  as  for  third  and  fourth 
grades ;  increase  exercise  combination  of  movements  de- 
manding finer  discrimination;  facing  drills;  marching;  run- 
ning; addition  of  commands  while  running;  games  of  a 
higher  type  of  combination. 

Poise-steps;  introduction  of  wands  and  combination  of 
movements  with  dumb  bells. 

SEVENTH  AND  EIGHTH 

Sitting-up  exercises  used  in  United  States  Army: 

First  Exercise — i.  Arm,  2.  Exercise,  3.  Head,  4.  Up,  5. 
Down,  6.  Raise. 

At  the  command  exercise,  raise  the  arms  laterally  until 
horizontal,  palms  upward.  Head :  Raise  the  arms  in  a  cir- 
cular direction  over  the  head,  tips  of  fingers  touching  top  of 
the  head,  backs  of  fingers  in  contact  their  full  length, 
thumbs  pointing  to  the  rear,  elbows  pressed  back.  Up :  Ex- 
tend the  arms  upward  their  full  length,  palms  touching. 
Down:  Force  the  arms  obliquely  back  and  gradually  let 
them  fall  by  the  sides.  Raise  the  arms  laterally  as  pre- 
scribed for  the  second  command.  Continue  by  repeating 
head,  up,  down,  raise. 

Second  Exercise — i.  Arms  vertical,  palms  to  the  front,  2. 
Raise,  3.  Down,  4.  Up. 

At  the  command  raise,  raise  the  arms  laterally  from  the 
sides,  extended  to  their  full  length,  till  the  hands  meet  above 
the  head,  palms  to  the  front,  fingers  pointing  upward, 
thumbs  locked,  right  thumb  in  front,  shoulders  pressed  back. 


402  GALESBURG   PUBLIC    SCHOOLS 

Down:  Bend  over  till  the  hands,  if  possible,  touch  the 
ground,  keeping  the  arms  and  knees  straight.  Up : 
Straighten  the  body  and  swing  the  extended  arms  (thumbs 
locked)  to  the  vertical  position.  Continue  by  repeating 
down,  up. 

Third  Exercise — /.  Arm,  2.  Exercise,  j.  Front,  4.  Rear. 

At  the  command  exercise,  raise  the  arms  laterally  until 
horizontal,  palms  upward.  Front:  Swing  the  extended 
arms  horizontally  to  the  front,  palms  touching:  Rear: 
Swing  the  extended  arms  well  to  the  rear,  inclining  them 
slightly  downward,  raising  the  body  upon  the  toes.  Con- 
tinue by  repeating  front,  rear,  till  the  men,  if  possible,  are 
able  to  touch  the  backs  of  the  hands  behind  the  back. 

Fourth  Exercise — i.  Leg,  2.  Exercise,  3.  Up. 

At  the  command  exercise,  place  the  palms  of  the  hands 
on  the  hips,  fingers  to  the  front,  thumbs  to  the  rear,  elbows 
pressed  back.  Up :  Raise  the  left  leg  to  the  front,  bending 
and  elevating  the  knee  as  much  as  possible,  leg  from  knee 
to  instep  vertical,  toe  depressed.  Up :  Replace  the  left  foot 
and  raise  the  right  leg  as  prescribed  for  the  left.  Execute 
slowly  at  first,  then  gradually  increase  to  the  cadence  of 
double  time.  Continue  by  repeating  up  when  the  right  and 
left  legs  are  alternately  in  position. 

Fifth  Exercise — /.  Leg,  2.  Exercise,  5.  Left  (right),  4.  For- 
ward, 5.  Rear,  or,  5.  Ground. 

At  the  command  exercise,  place  the  hands  on  the  hips,  as 
in  Fourth  Exercise.  Forward:  Move  the  left  leg  to  the 
front,  knee  straight,  so  as  to  advance  the  foot  about  fifteen 
inches,  toe  turned  out,  sole  nearly  horizontal,  body  balanced 
on  right  foot.  Rear:  Move  the  leg  to  the  rear,  knee  straight, 
toe  on  a  line  with  the  right  heel,  sole  nearly  horizontal. 
Continue  by  repeating  forward,  rear. 

When  the  recruit  has  learned  to  balance  himself,  the 
command  forward  is  followed  by  Ground :  Throw  the 


COURSE   OF   STUDY.  403 

weight  of  the  body  forward  by  rising  on  the  ball  of  the 
right  foot,  advance  and  plant  the  left,  left  heel  thirty  inches 
from  the  right,  and  advance  the  right  leg  quickly  to  the 
position  of  forward.  Continue  by  repeating  ground  when 
the  right  and  left  legs  are  alternately  in  the  position  of  for- 
ward. 

Sixth  Exercise — /.  Lung,  2.  Exercise,  5.  Inhale,  4.  ExMe. 

At  the  command  exercise,  place  the  hands  on  the  hips  as 
in  Fourth  Exercise.  Inhale :  Inflate  the  lungs  to  full  capac- 
ity by  short,  successive  inhalations  through  the  nose.  Ex- 
hale :  Empty  the  lungs  by  a  continuous  exhalation  through 
the  mouth.  Continue  by  repeating  inhale,  exhale. 

Gymnastics;  increased  physical  and  mental  values 
through  tactics  executed  without  music,  at  command ;  train- 
ing for  dexterity  and  alertness.  This  age  of  children  de- 
mands the  addition  of  antagonistic  and  competitive  work 
which  requires  special  adaptation  of  running,  vaulting  and 
jumping  exercises.  Games  involve  increased  endurance  and 
skill.  Introduction  of  Indian  clubs  and  advanced  work  in 
dumb  bells  and  wands. 

Artistic  gymnastics;  poise-steps. 


404 


GALESBURG   PUBLIC    SCHOOLS 


44* 

CU 
CU 

1 

CU 

, 

a 

ct3 

en 

n 

c 

*3 

S3 

1-4 

to 

•d 

rt 

•*"j 

'rt 

*^3 

O 

s 

0 

o 

en 

c 

en 

o 

0 

s 

U 

0 

u 

0 

0 

4N. 

^. 

) 

rt 

rt 

*""* 

s    s 

rt 

c 

0 
rt 

u 

^rt 

rt 

C 

.2 

S3 
0 

1  - 

£         CO 

*cu 
43 
CO 

CO 

cu 

in 

CO 

^ 

"-J-* 
0 

i 

fc 

i 

§ 

Q 
O 

,  , 

„ 

, 

m 

, 

(4 

£ 

rt          rt 
O          O 

42          43 

rt 
O 

42 

rt 
O 

42 

rt 
O 

42 

'1 

rt 
O 

42 

'a 

''a 

O 

^ 
H 
P 

44         44 
a         a 

JS        JS 

PQ       S 

44 

a 
rt 

S 

44 
O 

JS 

s 

44 

CJ 

J2 

S 

a 

pq 

44 
a 

JS 
pq 

pq 

a 

pq 

W 

H 

> 

H 
09 

8 

1 

cu 

rt 

S3 

.2 

o 

S3 

.2 

o 

co 

C/3 

en 

w 

bfl 

u 

C 

U 

.S 

^ 

en 

en 

O 

i 

K 

bfl 

0 

bfl 

^ 

O 

a 

en 

0 
u 

4-* 

0 

3 
0  bo 

c 

o 

5P  bo  S    bn 
•S.s  'C   c? 

M-c 

0 

'a; 

"o 

JU 

bo 

C 

bfl-g 

S3    a; 

cu 

PH  coco  PQ 

CU 

en 

en 
43 
U 

cu 

en 

1 

CO 

rt 

'>»£ 

rt   cu 

Jh4 

1 

CO 

cu 

j_, 

*T3 

CU 

*0 

*O 

ffi 

*o 

H 

g 

ffi 

IM 

-o 

en 

cu 

PROJEC 

"0            0 

o      pq 

«        43 

O 
0 

pq 

ir\ 

44 
O 

en 

CU 

bo 

c 

rt 

K 

rt 

u 

rt 
O 

pq 

cu 

•M 
CU 

"3 

ffi 

cu 

1    s 

H      S 

en 
3 
u 

pq 

•d 

S3 

o 

u 

0 

O 

pq 

cu 
cu 

CO 

u 

o 

s 

CJ 
CU 

Y-H      cvj 

CO 

^ 

uj 

VO* 

tx 

CO 

cK 

S  £ 


s^ 

4-J  ^ 

S-g 

i  2 


>  o 

« 


0 

rt     O 


C     0 


§1 

en     M 


8  J 

a43 
o 

g  c3 
•S  44 

S3  *0 
'rt  g 

SJ3 
cu 


COURSE   OF  STUDY. 


405 


INISH 

0 

o 

rt 

rt 

X 
rt 

li 

C   > 

X 

rt 

w 

^ 

^ 

•d 

*d 

*d 

^*d 

*d 

*rt 

t 

c 

£ 

c 

C        r-<     ..rf 

c 

C 

rt 

rt 

rt 

rt 

rt    rt    rn    CJ 

rt 

rt 

.2 

^ 

C 

C 

- 

C 

3   S'S   2 

c 

i_ 

"-H 

£•3  C  (9 

0, 

rt 

rt 

'rt 

rt 

'rt 

rt  .2  rt  C 

'rt 

rt 

O 

t/3 

W 

C/) 

C/J 

C^ 

§ 

55 

W 

P 

P 

M 

O 

4-> 

£ 

4-> 

^ 

4- 

^ 

^ 

•M 

C 

C 

C 

_i 

^_, 

C 

jig 

S1 

ft 

ft 

ft 

ft 

ft 

ft 

ft 

ft 

M 

ft 

3 

ft 

S 

S 

0) 

ft 

ft 

S 

PQ 

S 

PQ 

PQ 

PQ 

PQ 

PQ 

PQ 

M 

c 
o 

d 

C 

.2 

r-< 

.2 

o 

'•H 

I 

"+J 

O 

3 
u 

.2 

en 

C 

u 

u 

en 

o 

PROCESSEi 

Advanced  const 

Simple  joinery 

Bracket  constru 

Advanced  const 

0 
o 

rt 

Ui 

C 

"o 

Mortise  constru 

Construction 
Door  hanging 

Construction 

d 
.2 

o 

C 

en 

O 
U 

J-c 

"o 

PROJECT 

u 

rt 

& 

* 

0 

PQ 

rt 
0 
PQ 

•d 
rt 

PQ 

Bookshelf 

o 
rt 

y 

<L> 

o 
rt 

<u 
^rt 

Footstool 

Cabinet 

ffi 
ft 

rt 
PH 

en 

rt 

Drawing  Board 

»—  ' 

CN) 

CO 

T^- 

LO 

vO 

tv. 

00 

o\ 

3 
o 
£ 

** 

..    <l> 
u 
O  .£ 


>   o 
o  *-» 


I" 
& 


o   o 


.S      -M 

'rt    w 

a  ' 


406  GALESBURG   PUBLIC    SCHOOLS 

SEWING. 

[Prepared  by  Bertha  O.  Ahlenius.] 
SEVENTH  GRADE 

Stitches — Basting,  running,  hemming,  backstitch,  overhand, 
combination,  overcast. 

Applied  Stitches — Handkerchief  case,  spool  bag,  sewing 
apron,  pin  cushion,  emery  bag,  book  cover. 

The  above  are  suggested  articles  in  which  stitches  taught, 
may  be  used.  The  articles  to  be  made  should  be  varied  from 
year  to  year  to  keep  up  the  interest  of  the  pupils. 

EIGHTH  GRADE 

Models  for  Seams — French  seams,  felled  seams,  facing, 
plackets,  button  holes,  darning,  patching,  mitered  corner,  dam- 
ask hem,  sewing  on  lace. 

Applied  Seams — Dutch  collar,  fancy  apron,  clothes  pin  bag, 
sleeve  protectors,  caps,  hemming  napkins  and  tea  towels. 

Any  simple  article  in  which  the  seams  taught  are  used,  may 
be  made  at  option  of  teacher. 

SUPPLEMENTARY  READERS. 

Note. — These  books  are  furnished  for  supplementary  reading 
by  the  Board  of  Education,  and  one  hundred  dollars  a  year  is  ap- 
propriated for  this  purpose. 

FIRST  GRADE 

Aldine  First  Reader.  Child  Classic  Primer. 

Aldine  Primer.  Classics,    New    and    Old,    First 

Art  Literature  Reader.  Reader. 

Baker's  Action  Primer.  Cyr's  First  Reader. 

Baldwin  Primer.  Cyr's  Primer. 

Bass  First  Reader.  Fairy  Reader. 

Beebe's  Picture  Primer.  Finch  Primer. 

Beginner's  Primer.  Free  Primer. 

Bender  Primer.  First  Days  in  School. 

Brooks'  Primer.  First  Year  Song  Reader. 

Brownie  Primer.  Folk-lore  Primer. 

Carroll  &  Brooks'  First  Reader.      Fox  Indian  Primer. 


COURSE   OF   STUDY. 


407 


Heatfc  First  Reader. 
Heath  Primer. 
Horace  Mann  Primer. 
Howe  First  Reader. 
Jones'  First  Reader. 
Lights  to  Literature,  Bk.  I. 
Mother  Goose  Primer. 
New  Century  First  Reader. 
New  Normal  First  Reader. 
Outdoor  Primer. 
Progressive  Road  to  Reading. 
Realistic  First  Reader. 
Rimes  and  Stories. 


Riverside  Primer. 

Sight  Reader. 

Silver,  Burdette  First  Reader. 

Story  Reader  Primer. 

Sunbonnet  Babies. 

Sunshine  Primer. 

Taylor  First  Reader. 

Thought  Reader. 

Three  Kittens. 

Wide  Awake  First  Reader. 

Wide  Awake  Primer. 

Work  That  is  Play. 


SECOND  GRADE 


Another  Fairy  Reader. 

Around  the  World,  Bk.  I. 

Big  People  and  Little  People  of 

Many  Lands. 
Child  Literature. 
Children's  First  Story  Book. 
Circus  Reader. 

Cyr's  Advanced  First  Reader. 
Cyr's  Art  Reader. 
Fishing  and  Hunting. 
Heart  of  Oak,  Bk.  I. 


In  Mythland. 
Jones'  Second  Reader. 
New  Century  Second  Reader. 
Pathways  in   Nature  and  Liter- 
ature. 

Progressive  First  Reader. 
Reynard  the  Fox. 
Second  Fairy  Reader. 
Story  Reader. 
Verse  and  Prose  for  Beginners. 


THIRD  GRADE 


Animal  Life  on  the  Globe. 
Around  the  World,  Bk.  II. 
Choice  Literature,  Bk.  I. 
Fairy  Stories  and  Fables. 
Five  Little  Strangers. 
Fly-aways      and      Other 
Travelers. 


Seed 


Household  Stories. 
In  Field  and  Pasture. 
Lights  to  Literature,  Bk.  II. 
Little  Folks  of  Many  Lands. 
Lolami,  the  Little  Cliff  Dweller. 
Plant  Life. 
Robinson  Crusoe. 


FOURTH  GRADE 


Among  the  Giants. 

Around  the  World,  Bk.  III. 

Bird  World. 

Children's  Classics  in  Dramatic 

Form. 
Friends  and  Helpers. 


Gerda  in  Sweden. 
Industries  of  To-day. 
Lights  to  Literature,  Bk.  III. 
Lobo,  Rag  and  Vixen. 
Louisa  Alcott  Reader. 
Mary  of  Plymouth. 


408 


GALESBURG   PUBLIC    SCHOOLS 


Old  Stories  of  the  East. 
Stories    of   American    Life    and 

Adventure. 
Stories  of  Starland. 
Thirty    More     Famous     Stories 

Retold. 


Ume  San  in  Japan. 
Ways  of  Wood  Folk. 
White  Patch. 


FIFTH  AND  SIXTH  GRADES 


A  Little  Journey  to  Italy. 

American  Explorers. 

American  Tropics. 

An  American  Book  of  Golden 
Deeds. 

At  Home  in  the  Forest. 

Bits  of  Bird  Life. 

Carpenter's  Asia. 

Choice  Literature  Bk.  I.  (Inter- 
mediate). 

Choice  Literature,  Bk.  II.  (Pri- 
mary). 

First  Book  of  Birds. 

Four  American  Patriots. 

Four  American  Pioneers. 

Four  Great  Americans. 


Glimpses  of  Europe. 

Hans  the  Eskimo. 

Life  in  the  Sea. 

Lights  to  Literature,  Bk.  IV. 

Old  Ocean. 

Our  Country  East. 

Our  Country  West. 

Pioneers  of  the  Revolution. 

Rab  and  His  Friends. 

Sketches  of  the  Orient. 

Stories  of  Great  Artists. 

Story  of  Caesar. 

Story  of  Ulysses. 

True  Tales  of  Birds  and  Beasts. 

Watcher  in  the  Woods. 

Wide  World. 


SEVENTH  AND  EIGHTH  GRADES 


American  Heroes  and  Heroism. 
Around    the     World    in    Sloop 

Spray. 

Builders  of  Our  Country. 
Camps    and     Firesides     of    the 

Revolution. 

Civil  War  Stories. 
Discovery    of    the    Old    North- 
west. 

Four  American  Pioneers. 
Great  Stone  Face. 
Krag  and  Johnny  Bear. 
Legend  of  Sleepy  Hollow. 
Our  Feathered  Friends. 
Our  Navy  in  Time  of  War. 


Pioneers  of  the  Mississippi  Val- 
ley. 

Romance  of  the  Civil  War. 

Side  Lights  on  American  His- 
tory. 

Snow  Bound. 

Squirrels  and  Other  Fur  Bear- 
ers. 

Story  of  Our  English  Grand- 
fathers. 

Stories  of  the  Great  West. 

St.  Nicholas  Sea  Stories. 

Ten  Great  Events  in  History. 

Vision  of  Sir  Launfal. 

Western  United  States. 

Young  Citizen. 


3    O 


H 

ar  § 


COURSE  OF  STUDY. 

TEACHERS'  LIBRARY. 

Organized  in  1894;  supported  entirely  by  the  teachers. 


409 


LIST  OF  BOOKS  IN  LIBRARY 


Barnard's     Journal     of     Educa- 
tion,   1856-66    1-16 

Illinois  Teacher,   6  vol.,  1857-69.   17-22 

Massachusetts  Teacher,   1867...  23 

Year  Book  of  Education,    1878.  24 

Lectures    on    Education — Mann.  25 
Saratoga   Meeting   of   the  N.   E. 

A.,   1892    26 

Kindergarten  and  Child  Culture 

— Barnard    27 

Practical    Lessons    in    Psycholo- 
gy— Krohn     28 

School    Management — White....  29 
Life   and   Work   of   Pestalozzi — 

Krusi    30 

General    Method — McMurry 31 

Special   Method — McMurry 32 

The  Evolution  of  Dodd — Smith*  33 

Essentials  of  Method — DeGarmo  34 
Elements   of    Psychology — Hew- 

ett    35 

Pedagogics — Patrick    36 

Art     of     School     Management — 

Baldwin    37 

Text  Book  in  Psychology — Her- 

bart 38 

Practical    Hints   for   Teachers — 

Rowland    39 

Emile — Rousseau    40 

Education — Spencer    41 

History  of  Education — Painter.  42 
Principles  of  Education — Green- 
wood     43 

Education   of  Man — Froebel 44 

European    Schools — Klemm 45 

The   Child  and   Nature   Study— 

Marenholtz    46 

Elements  of  Psychology — Hill..  47 
Hints  on  Child  Training — Trum- 

bull    48 

A  Study  of  Child  Nature — Har- 
rison      49 

Talks  on   Teaching — Parker....  50 

Studies  in  Pedagogy — Morgan..  51 

The  Quincy  Methods — Partridge  52 

Talks   on   Pedagogics — Parker..  53 

Children's    Rights — Wiggins 54 


Art     of     School     Management — 

Baldwin    55-57 

Practical  Lessons  in  Psychology 

—Krohn    58-61 

Pedagogical    Pebbles— Patrick ..   62-67 
Lectures     to     Kindergartners — 

Peabody 68 

Raelstock's  Habit  and  Education 

—Hall    69 

Early     Training    of     Children — 

Malleso 70 

Levana     and     Autobiography — 

Richter 71 

Rosmini's  Method  in  Education 

— Grey   72 

Waymarks   for   Teachers — S.    L. 

Arnold 73 

Applied    Psychology — McLellan.          74 
A   Manual    of   Pedagogics — Put- 
nam            75 

Arctic   Alaska  and   Siberia — Al- 

drich 76 

The   Earth   and   Man — Guyot...          77 
Science  and  Art  of  Education — 

Payne    78 

Primary  Manual  Training — Cut- 
ler              79 

King's  Method  in  Geography*..          80 
Contribution  to  Science  of  Edu- 
cation— Payne    81 

Practical  Work  in  Geography — 

McCormick    82 

Child   and   Nature— Frye 83 

School    Management — Tompkins         84 
Herbart  and  the   Herbartiana — 

DeGarmo    85 

Primer  of   Psychology — Ladd...         86 

Philosophy  of   Teaching 87 

Methods  and  Aids  in  Geography 

—King    88 

A  Bird's-eye  View  of  the  World         89 

Geographical    Spice    90 

Methods  in   Geography — King..          91 
How      to      Study     Geography — 

Parker   92 

Special    Methods    in    Geography 

— McMurry    93 


'Lost. 


410 


GALESBURG   PUBLIC    SCHOOLS 


Manual  of  Geography — Redway  94 
Tlie  Geographical  Reader  and 

Primer    95 

Elementary  Physical  Geography 

— Tarr    96 

The    Story    of    our    Continent — 

Shaler    97 

Hegel's     Educational      Ideas  — 

Bryant    98 

Psychology,    Vol.    1. — James....          99 
Psychology,    Vol.    2. — James.  .  .  .        100 
First  Book  in  Geology — Shaler.        101 
Principles    of     Education — Mac- 
Vicar    102 

Outlines  of  Pedagogics — Rein..  103 
Teaching  the  Language  Arts — 

Hinsdale    104 

Studies  in  Education — Hinsdale  105 
School  Interests  and  Duties — 

King    106 

Courses  and  Methods — Prince..  107 
Life  and  Works  of  Comenius — 

Laurie    108 

Memoirs  of  Ascham  and  Arnold 

Carlisle    109 

Roderick    Hume — Bardeen 110 

Pioneer      History      Stories — Mc- 

Murry    Ill 

School     Supervision — Payne 112 

Elements  of  Pedagogy — White.  113 
Psychology  in  Education — 

Roark   114 

The     First      Year     in     School — 

Beebe    115 

Special     Methods    in     Science — 

McMurry    116 

Special    Methods    in     Reading — 

McMurry    117 

Special    Methods    in    Literature 

and   History    118 

Compayre's    History    of     Peda- 
gogy— Payne     119 

Teaching  the    Language  Arts — 

Hinsdale   120 

School   Management   and   Meth- 
ods—Baldwin            121 

Geographical        Readers,      Fifth 

Book— King*    122 

Kindergarten      Principles — Wig- 
gins           123 

Educational  Laws — Froebel....  124 
Education  in  the  U.  S. — Boone.  125 
Education  of  the  Greek  People 

— Davidson    .  126 


The    Psychology     of     Number — 

McLellan    127 

Normal   Instruction   of  Children 

— Adler 128 

Practical    Hints   for   Teachers — 

Rowland    129 

Teaching    as    a    Business — Bar- 
deen            130 

Hand  Book  of  Sloyd — Salamon.  131 
Early  Training  of  Children — 

Malleson    132 

A  Hand  Book  of  Simple  Exper- 
iments— Stowell    133 

Walks  and  Talks— W.  H.  Smith  134 
In  the  Child  World— Poulson ..  135 
Froebel's  Occupations — Wiggins  136 

Froebel's    Gifts— Wiggins 137 

Kindergarten        Principles     and 

Practice— Wiggins    138 

Aristotle    Greek    Ideals — David- 
son            139 

Alcuin   Christian   Schools— West       140 

Abelard — Compayre    141 

Layola — Hughes    142 

The  Arnolds— Fitch   143 

Lessons   in   Geography — Gillan. .        144 
Psychologic  Foundations  of  Ed- 
ucation            145 

Child  Stories  from  the  Masters 

— Menefee    146 

The  Educational  Ideal — Munroe       147 
Lectures     on      Pedagogy — Com- 
payre            148 

Dorpfeld's   Thought   and     Mem- 
ory—Hall          149 

Studies  in  Historical  Methods — 

Barnes    150 

Day  Dreams  of  a  Schoolmaster 

— Thompson    151 

Herbartian    Psychology   Applied 

to    Education — Adams 152 

Men  and  Manners  of  the  Eight- 
eenth Century — Hale 153 

Europe   in   the   Nineteenth   Cen- 
tury— Judson     154 

Twenty     Centuries     of     English 

History — Joy    155 

Walks  and    Talks  in    the    Geo- 
logical   Field — Winchell 156 

From   Chaucer     to    Tennyson — 

Beers    157 

In  Story  Land — Harrison 158 

The       Plan       Book,     Autumn — 

George    159 


'Lost. 


COURSE  OF  STUDY. 


411 


The  Plan  Book,  Spring — George  160 

The  Plan  Book,  Winter — George  161 

My  Pedagogic  Creed — Dewey*..  162 
The   Complete     Poetical     Works 

of  Longfellow   163 

The    Complete    Poetical    Works 

of  Whittier    164 

The     Complete     Poetical   Works 

of  Lowell    165 

Poetical    Works     of     Alice    and 

Phoebe  Gary   166 

Wake   Robin — John   Burrows...  167 
A   Bird     Lover    in     the    West — 

Olive   Thome   Miller 168 

Bird    Ways— Olive    Thome    Mil- 
ler      169 

In  Nesting  Time — Olive  Thorne 

Miller    170 

How  to  Teach  Reading — Todd.  171 
Reading,  How  to  Teach  it — Ar- 
nold      172 

Nature     Study     in     Elementary 

Schools— Wilson    173 

Nature     Study     in     Elementary 

Schools,   First  Year— Wilson. .  174 
Nature     Study     in     Elementary 

Schools,  Second  Year — Wilson  175 

Lessons   in    Psychology — Gorely.  176 
Psychology  and  Psychic  Culture 

— Halleck 177 

Elementary     Psychology  —  Put- 
nam    178 

North    America — Tarr   and    Mc- 

Murry    179 

Page's  Theory  and  Practice*...  180 

Page's  Theory  and  Practice 181 

Jesus  as  a  Teacher — Hinsdale..  182 

Fitch's  Lectures  on   Teaching.  .  183 

Meaning   of   Education — Butler.  184 
Gore's  Hand-book  to  the   Study 

of  Geography   185 

How   to   Study  and   Teach   His- 
tory— Hinsdale    186 

Hughes'    Mistakes  in   Teaching.  187 

Bryant's  Poems    188 

Citizen  Bird — Wright  and  Coues  189 

Psychology — John  Dewey   190 

Educational    Reform — Eliot 191 

How  to  Enjoy  Pictures — Emery  192 
Geographical  Outlines  and  His- 
tory— Miner    193 

The  Study  of  the  Child— Taylor  194 
Methods    of    Teaching    Geogra- 
phy— Crocher 195 


How  to  Teach  Reading— Clark.  196 
Foundation    Studies    in    Litera- 
ture— Mooney 197 

Applied  Geography— Keltie 198 

Suggestions  on   Teaching  Geog- 
raphy— McCormick    199 

Special  Method  in  Geography — 

McMurry    200 

Special     Method     in      Science — 

McMurry    201 

How  to  Teach  and  Study  Geog- 
raphy— Boyer  and  Wicks 202 

The  Plan  Book,  Autumn 203 

The  Plan  Book,  Winter 204 

The  Plan   Book,   Spring 205 

History   of   Education — Seeley. .  206 
Education  in  the  United  States, 

Vol.    1.— Butler   207 

Education  in  the  United  States, 

Vol.   2.— Butler   208 

Art     of     School     Management — 

Baldwin    209 

The      School        and       Society  — 

Dewey   210 

Studies   in   Education — Hinsdale  211 

Practical    Essays — Bain    212 

Common    Sense    in    Education— 

Barnett 213 

American   Literature — Bates    214 

Elements   of   Pedogogy — White.  215 

Pedagogy— Hewett    216 

Commercial  Geography — Adams  217 
Elements    of    Physical    Geogra- 
phy— Davis 218 

International    Geography — Mills  219 

Art  of  Study— Hinsdale 220 

Teaching     Latin     and     Greek — 

Bennet  and  Bristol   221 

Teaching    History    and    Civics — 

Bourne    222 

Teaching   Chemistry  and   Phys- 
ics— Smith  and   Hale 223 

Methods  of   Teaching — Swett...  224 

Galesburg,   1901 — School  Pupils.  225 
Manual   Training,    Exercise   I. — 

Hewitt    226 

Manual    Training,    Exercises   II. 

Hewitt    227 

Great     American       Educators — 

Winship    228 

Home  and  School  Sewing — Pat- 
ton    229 

The  Story  of  a  Child— Loti 230 

Nature   Study  and   Life — Hodge  231 


*Lost. 


412 


GALESBURG   PUBLIC    SCHOOLS 


Method  in  History— Mace 232 

The  Art  of  Teaching— White...        233 
Talks   to  Teachers   on   Psychol- 
ogy— James    234 

The  Geological  Story — Dana.  .  ..  235 
Comparative  Geography — Ritter  236 
Dickens  as  an  Educator — 

Hughes    237 

Chips  from  a   Teacher's  Work- 
shop— Klemm    238 

Elementary  Lessons  in  Physical 

Geography — Geike 239 

Educational    Reformers — Quick.        240 

Horace  Mann — Hinsdale    241 

The  Plan   Book,   Winter,   Inter- 
mediate— George   242 

The  Plan  Book,  Autumn,  Inter- 
mediate— George    243 

The   Plan   Book,    Spring,    Inter- 
mediate— George    244 

The    Teaching  of    History     and 

Civics — Bourne     245 

Jean  Mitchell's  School — Wray..       246 
A    Broader    Elementary   Educa- 
tion— Gordy 247 

Education  and  the   Larger  Life 

— Henderson 248 

Education  of  the  General  Nerv- 
ous System — Halleck    249 

Education  and  the  Higher  Life 

— Spalding   250 

Educational    Aims    and    Educa- 
tional  Value — Hanus    251 

The  Place  of  Industries  in  Ele- 
mentary   Education — Dopp...        252 
A   New     School     Management — 

Seeley   253 

Birds   of     the  United     States — 

Nuttall    254 

Citizenship  and  Duties  of  a  Cit- 
izen— Sheldon    255 

Lessons  in  the  Study  of  Habits 

—Sheldon    256 

How      to     Use      Wood-Working 

Tools — Chaney 257 

Mind  and  Hand— Ham 258 

Riverside  Art  Series — Landseer.  259 
Riverside  Art  Series— Millet.  ...  260 
Psychology  and  Psychic  Culture 

— Halleck   261-263 

History  of  Education — Painter. 264-266 
Occupations  for  Little  Fingers 

— Sage  &  Cooley 267 

An  Ideal  School— Search* ..  268 


A  Modern  School — Hanus 269 

Educational  Aims  and  Values — 

Hanus    270 

Method  in  Education — Roark..  271 
The  Play  of  Animals — Groos...  272 
New  Light  on  Psychology — Hull  273 
Games,  Seat  Work  and  Sense 

Training — Holton    274 

Correlated        Hand- Work — Try- 
born    275 

The   School   House — Moore 276 

Seat  Work  and  Industrial  Occu- 
pations— Gilman   &  Williams.        277 
Common       School       Decisions — 

Bateman    278 

Elementary  Education — Keith..  279 
Literature  and  Life  in  Schools 

—Colby    280 

Talks   on    the    Study   of   Litera- 
ture— Bates    281 

Talks  on  Teaching  Literature — 

Bates    282 

Words  and  Their  Uses — White.  283 
Talks  on  Writing  English — 

Bates 284 

Higher  Study  of  English— Cook       285 

Froebel's    Gifts— Wiggins 286 

Counsels    Upon    the    Reading    of 

Books— Van  Dyke   287 

Literature  in  School — Scudder..  288 
Psychology  and  Psychic  Culture 

—Halleck 289-290 

Science   Sketches — Jordan    291 

The   World's   Painters — Hoyt...        292 
Blackboard     Sketching  —  Whit- 
ney           293 

For  the  Children's  Hour — Bailey 

&  Lewis   294 

The  Theory  of  Teaching — Salis- 
bury           295 

Common  Sense  Didactics — Sabin  296 
Outlines  of  Roman  History — 

Morey    297 

A      Year      Book      for      Primary 

Grades — Graves  &  Watkins.  ..       298 
The  International    Geography — 

Hill    299 

Nature  Study — Holtz 300 

Psychology     and     Pedagogy     of 

Reading — Huey 301 

The    American      High     School — 

Brown 302 

Studies  and  Observations  in  the 

School  Room — Kratz 303 


•Lost. 


COURSE  OF  STUDY. 


413 


Laggards  in  Our  School — Ayers  304 
Character  Building,  Vol.  I. — 

George  305 

Character  Building,  Vol.  II. — 

George  306 

How  to  Study— McMurry 307 

Teaching  Children  to  Study — 

Earhart    .  308 


Literature  in   Common  Schools.  309 
Reading  in  the  Public  Schools — 

Briggs  &  Coffman    310 

Halleck's   Psychology    311 

Halleck's   Psychology    312 

Halleck's  Psychology 313 


TEXT  BOOKS  USED  IN  THE  GRADES. 


The  Taylor  First  Reader 

Adopted  August    1905  .  . 

$  ?5 

Progressive  Second  Reader 

Adopted  November    1902 

30 

Progressive  Third  Reader  

Adopted  November,  1902 

.40 

Progressive   Fourth   Reader  

Adopted  November,  1902 

50 

Progressive  Fifth   Reader  

Adopted  November,  1902 

60 

\Villiams'  Choice   Literature  

Adopted  August,  1905... 

,40 

Swinton's  New  Language  Lessons. 
Essential  Studies  in  English  Gram- 
mar and  Composition    Book  II 

Adopted  previous  to  1880 
Adopted  June    1911  . 

.38 
60 

The  Arithmetic  Primer 

Adopted  December    1901 

25 

\Verner  Arithmetic    Book  I 

Adopted  December    1901 

40 

W^erner  Arithmetic,  Book  II  

Adopted  December,  1901. 

40 

Werner  Arithmetic,  Book  III  

Adopted  December,  1901. 

,40 

Morton's  Elementary  Geography.. 
Morton's   Advanced   Geography... 
U    S    History  —  Montgomery  

Adopted  December,  1901. 
Adopted  December,  1901. 
Adopted  August,  1895... 

.55 
1.00 
1  00 

IM'odern   Music  Course 

Adopted  August    1905 

Book   I       

,30 

Book  II                              ... 

.40 

Book   III    (Alternate) 

50 

Applied  Arts  Drawing  Books  —  One 
Book  Course.    Books  Nos.  23  to 
28       

Adopted  June,  1910  

15 

Economy   System  of   Penmanship, 
Books  1  to  7       

Adopted  June,  1911  

,14 

Progressive  Speller  —  Part  II  

Adopted  August,  1905... 

15 

Physiology    for    Beginners    (Cole- 
man)                                   

Adopted  December    1907. 

.40 

Lessons    in     Hygienic    Physiology 

Adopted  December,  1907. 

50 

414 


GALESBURG   PUBLIC    SCHOOLS 


HIGH  SCHOOL   COURSE   OF   STUDY. 


Scientific  Course, 

Algebra  (9) 
General  History  (9) 
Physiography  (9)* 
Authors  (5) 


Scientific  Course. 

English    Composi- 
tion (5)  and 
American    Litera- 
ture (4) 

Geometry  (9) 

Zoology  (4) 

Botany  (5) 

Physiology   (5) 

Physics    (9) 

Authors  (5) 

Reading  (3) 

German  (9) 


FIRST   YEAR 

Latin   (College)   Course. 
Latin  (9) 
Algebra  (9) 
Biology  (9)* 
Authors  (5) 


SECOND  YEAR 
Latin   (College)    Course. 

Latin  (9) 
Geometry  (9) 
Ancient  World   (9) 
Zoology  (4) 
Botany  (5) 
Physiology   (5) 
Reading  (3) 
Authors  (5) 


Commercial  Course. 

Eng.  Composition 
(5)  and  Eng. 
Grammar   (4)* 

Arithmetic  (9) 

Biology  (9)* 

Authors  (5) 


Commercial  Course. 

Bookkeeping  (9) 

Business  English  (9) 

Commercial  Geog- 
raphy (4) 

Shorthand  (9)  and 
Typewriting  (2) 

Reading  (3) 

Authors  (5) 

German  (9) 


Scientific  Course. 

Rhetoric  (5)  and 
English  Litera- 
ture (4) 

Chemistry  (9) 

Advanced  Algebra 
(4)  and  Solid 
Geometry  (5) 

English  History  (9) 

American  History 
(9) 

Reading  (3) 

Authors  (5) 

Illinois  History  (5) 

German  (9) 


THIRD  YEAR 

Latin   (College)   Course. 

Latin  (9) 

Modern  History  (9) 

English   Composi- 
tion (5)  and 
American   Litera- 
ture (4) 

Physics  (9) 

Reading  (3) 
Authors   (5) 

German   (9) 


FOURTH   YEAR 

Latin   (College)    Course. 


Commercial  Course. 

Shorthand  (9)  and 
Typewriting  (2) 

Commercial  Law  (5) 

Political  Economy 
(5) 

English  History  (9) 

American  History 
(9) 

Illinois  History  (5) 

Reading  (3) 

Authors  (5) 

German   (9) 


Latin  (9) 

German  (9) 

Advanced    Algebra 
(4)   and   Solid 
Geometry  (5) 

Chemistry  (9) 


Illinois   History   (5) 

Rhetoric  (5)  and 
English  Litera- 
ture (4) 

Reading  (3) 

Authors  (5) 


HIGH    SCHOOL   COURSE    OF   STUDY.  415 

The  figures  at  the  right  of  the  subjects  indicate  the  number  of 
credits  allowed  for  each  toward  graduation.  A  credit  means  a 
month's  work  in  a  given  subject,  recited  daily,  and  pursued  to  com- 
pletion. One  hundred  credits  are  required  for  graduation  in  the 
three  year  course  and  one  hundred  thirty  five  credits  in  the  four 
year  course. 

Manual  Training  may  be  taken  with  each  year's  work  and  at 
least  four  credits  will  be  given  for  it. 

Mechanical  Drawing  may  be  taken  with  each  year's  work  and 
at  least  two  credits  will  be  given  for  it. 

Printing  is  now  offered  in  each  year's  work  and  at  least  three 
credits  will  be  given  for  it. 

Domestic  Science  may  be  taken  with  the  first,  second  and  third 
year's  work  and  at  least  three  credits  will  be  given  for  it. 

Regular  work  consists  of  17  recitations  a  week  for  the  first 
year,  and  of  at  least  18  recitations  a  week  for  the  second,  third  and 
fourth  years.  Each  pupil  is  expected  to  do  regular  work  unless  ex- 
cused therefrom  for  very  good  reasons. 

MANUAL  TRAINING  I. 
[Prepared  by  G.  H.  Bridge.] 

FIRST  YEAR FIRST  TERM 

PLANING 

Planing  to  dimension.  Triangular  prism. 

Square  prism.  Octagonal  prism. 

SAWING 

Across  and  with  the  grain.  Sawing    and    chiseling    with    the 

Sawing  at  an  angle.  grain. 

Sawing  and  chiseling  across  grain.      Inlaid  work. 

BORING 
Boring  across  and  with  grain. 

SECOND  TERM 
JOINERY 

Halved  together  at  right  angle.  Halved   together   at  sixty   degree 

angle. 

Blind  mortise  and  tenon.  Picture  frame — panel  door. 

Mortise  and  tenon  through.  Exercise  for  filling,  staining  and 

Double  mortise  and  tenon  draw-          waxing. 

ing  board.  Small  articles  for  Christmas  pres- 

Miter  joint — dovetail.  ents. 

Miter  box — drawer. 

THIRD  TERM 
Finished  articles  for  the  home. 


416  GALESBURG   PUBLIC   SCHOOLS 

MANUAL  TRAINING  II. 

FIRST  TERM 
TURNING 

Care  and  use  of  lathe  and  tools.  Stocking  darner. 

Centering,   roughing  and  straight  Potato  masher, 

turning — cylinder.  Chisel  handle. 

Step  cylinder — mallet.  Turning  tool  handle. 

Compound  curves.  Screw  driver  handle. 
Concaved  and  Convex. 

FACE  PLATE 

Rosettes.  Indian  clubs. 

Angle  blocks.  Gluing  and  built-up  work. 

Goblet. 

CHUCK    WORK 

Napkin  ring.  Jewel  boxes. 

PATTERN    MAKING 

Collar.  Face  plate. 

Washer.  Pulley. 

Hollow  cylinder.  Parts  of  machine  (machine  to  be 

Wrench.  made  in  machine  shop). 

MANUAL  TRAINING   III. 
[Prepared  by  Earle  R.  Bridge.] 

FIRST  TERM 

12  weeks 

BENCH    METAL    WORK 

Processes  of  operations. 

I.  Chipping — grinding  of  chisels.        III.     Filing  to  true  surface.     Fil- 

Chip  to  given   dimensions  in  ing  keyway. 

cast  iron.  IV.    Draw  filing. 

II.  Testing  of  surfaces  with  V.     Polishing, 
square. 

SECOND  TERM 

12  weeks 

FORGING 

Processes  of  operations.  Exercises. 

I.    Drawing  out.  Drawing    l/2   in.   round   to   ^   in. 

Bending.  round  gate  hook. 


HIGH    SCHOOL   COURSE   OF   STUDY.  417 

II.  Upsetting.  Upsetting  y2  in.  round  to  $/%  in. 
Heading  and  bolt  making.  round. 

y-z  in.  bolt  with  square  head. 
Yz  in.  bolt  with  hexagonal  head. 
Clevis  pin  with  round  head. 

III.  Forming.  Staple  drawn  square  points. 
Twisting.                                           Eye  band. 

Drawer  pull. 
Box  hook. 

IV.  Forming.  Rings. 
Scarfing.                                            Ring  and  eye. 
Welding.  Chain. 

Band  weld. 
Lap  weld. 
Corner  weld. 
"T"  weld. 
Ferrule  weld. 

THIRD  TERM 

12  weeks 

V.  Tool  making — Forging  steel.          Center  punch. 
Tempering.  Cold  chisel. 

Cape  chisel. 
Cross-pene  hammer. 
Ball-pene  hammer. 
Lathe  tools. 

VI.  General  practice.  Practical  exercises  in  making  of 

personal  projects,  such  as  and- 
irons, fireplace  sets,  etc. 

Group  I  is  preceded  by  demonstrations  of  forge  and  discussion  of 
tools  used. 

MANUAL  TRAINING   IV. 

FIRST   TERM 

12  weeks 

MACHINE   SHOP  PRACTICE 

Processes  of  operations. 
I.    Lathe. 

I.      Center   work   with    drill    and  Setting  tool, 

countersink.  Facing  ends. 

Driving  on  center  with  lathe  Turning  to  dimensions, 

dog.  Roughing  and  finishing  cuts. 


418  GALESBURG   PUBLIC    SCHOOLS 

II.  Taper  work.  IV.    Chuck  work. 

Use  of  taper  attachment.  Face  work  with  power  cross 

Use  of  compound  rest.  feed. 

III.  Screw  cutting.  Boring. 
Ratio  of  gearing.  Inside  threads. 
Right  and  left  hand  threads.  Inside  taper. 
Form  of  tools. 

SECOND  TERM 

12  weeks 
II.    Drill  press. 

I.    Punch  reference  marks.  IL      Construction    of    drill    press 

Location  of  hole  center.  parts  on  lathe. 

Speed  of  drill  boring  in  differ-      III.     Construction  of  emery  grin- 
ent  metals.  der  parts  on  lathe. 

THIRD  TERM 

12  weeks 
I.    Construction  of  shop  machines.       II.    Personal  projects. 


DOMESTIC  SCIENCE 
[Prepared  by  Mrs.  Clara  G.  Rhodes.] 

COOKING 

Domestic  Science  was  introduced  into  the  High  School,  in 
January,  1903,  through  the  influence  of  the  Women's  Clubs 
of  the  city. 

Then,  as  now  the  aim  was  to  have  the  work  thoroughly 
practical,  and  with  that  end  in  view  the  course  has  been  planned. 

FIRST  YEAR 

List  of  utensils,  their  care  and  order  in  the  desk. 

Easiest  and  best  method  of  cleaning  dishes. 

Cleaning  cupboards,  arranging  and  care  of  supplies. 

Care  of  sinks  and  stoves.  How  to  use  a  gas  stove,  a  coal 
stove,  and  a  fireless  cooker.  Economy  in  fuels. 

Care  of  dish  cloths  and  towels.    Sunlight  as  a  disinfectant. 

Food  principles;  their  chemical  elements,  their  digestion, 
and  uses  in  the  body. 


HIGH    SCHOOL   COURSE    OF   STUDY.  419 

Classification  of  foods. 

Selection  and  care  of  vegetables,  and  their  preparation  for 
the  table. 

Making  of  soups,  batters  and  doughs,  simple  desserts  and 
salads. 

Laying  and  serving  table. 

At  the  close  of  the  first  year  pupils  should  be  able  to  pre- 
pare and  serve  simple  home  menus. 

SECOND  YEAR 

The  second  year  in  cooking  is  similar  to  the  first,  including 
the  preparation  of  more  complicated  dishes. 

Preparing  and  serving  a  four-course  luncheon,  at  a  given 
cost,  under  the  supervision  of  a  third-year  girl. 

Study  of  the  local  market  price  of  common  foods. 

THIRD  YEAR 

Study  of  the  Pure  Food  Law,  adulterations,  preservatives, 
etc. 

Canning  and  preserving. 

Pickles  and  relishes. 

A  study  of  the  different  cuts  of  meat.    Visit  to  the  market. 

Preparation  of  the  different  kinds  and  cuts  of  meat  for  the 
table. 

Directing  and  planning  the  serving  of  a  four-course  lunch- 
eon at  a  given  cost. 

SEWING. 

FIRST  YEAR 

Lists  of  Individual  Equipment. 
Lists  of  School  Equipment. 
Taking  measures. 
Drafting  undergarments. 
Cutting  by  drafted  pattern. 
Making  undergarments. 


420  GALESBURG   PUBLIC    SCHOOLS 

Repetition  of  filled  seams  by  hand. 
Gathering  by  hand. 

Us-e  of  machines  and  their  attachments. 
Care  of  machines. 

SECOND  YEAR 

Drafting  and  making  shirt  waists  and  fancy  waists. 
Cutting  and  making  plain  house  dresses,  kimonos,  etc. 
Study  of  how  to  use  boughten  patterns. 

THIRD  YEAR 

Snow  System  of  Drafting. 

Cleaning  and  pressing  and  making  over  dresses. 

Tailored  skirt. 

Dresses  and  waists. 


TEXT-BOOKS  USED  IN  THE  GALESBURG  HIGH  SCHOOL. 

ENGLISH 

English  Composition,  Scott  &  Denny $  .80 

Composition-Literature  (Rhetoric),  Scott  &  Denny 1.00 

American  Literature,  Newcomer  1.00 

English  Literature,  Simonds  1.25 

English  Classics,  from  15  to  40c  each. 

Literature  Note-books 25 

Business  English,   Smith  &  Mayne 1.00 

READING  AND   PUBLIC   SPEAKING 
Cumnock's  Choice  Readings  1.25 

LATIN 

First  Latin  Lessons,  Smith  &  Laing 1.00 

Cxsar,   Kelsey    1.25 

Cicero,  Kelsey   , 1-25 

Virgil,  Comstock   1.40 

Ovid,  Gleason  75 

Prose  Composition,  In  Latinum 50 

Grammar,  Bennett   80 


HIGH    SCHOOL   COURSE    OF   STUDY.  421 

HISTORY 

General  History  (Revised),  Myers 1.50 

Ancient  World   (West) 1.50 

Mediaeval  and  Modern,  West 1.50 

English,  Wrongs  1.40 

United  States,  McLaughlin  1.40 

Civil  Government,  James  &  Sanford 1.00 

MATHEMATICS 

Commercial  Arithmetic,  Moore 1.00 

Algebra,  Slaught  &  Lennes  1.20 

Geometry,  Sanders  1.25 

SCIENCE 

Physiology,   Overton    80 

Botany,  Coulter  1.50 

Zoology,   Herrick    1.80 

Biology,  Hunter 1.25 

Physiography,  Salisbury 1.30 

Physics,  Millikan  &  Gale , 1.25 

Chemistry  (Briefer  Course),  Remsen  1.25 

Laboratory  Manual — (Physics) ,  Coleman  60 

Remsen's  Chemical  Experiments  50 

GERMAN 

Elements  of  German,  Becker  &  Rhodes 1.00 

German  Classics,  from  30  to  50c  each. 

COMMERCIAL  BRANCHES 

Business  and  Commercial  Bookkeeping,  Dewhirst 1.00 

Manual  of  Shorthand,  Gregg ; 1.50 

Reading,  Exercises  in  Shorthand,  Gregg 50 

Gregg's  Speed  Practice 1.00 

Typewriting  Manual    1.00 

Commercial  Law,  Huffcutt 1.00 

Commercial  Geography,  Redway   1.25 

Political  Economy,  Laughlin 120 


422  GALESBURG   PUBLIC    SCHOOLS 

VALUE  OF  THE  SUBJECTS  TAUGHT  IN  HIGH  SCHOOL. 

The  aim  of  the  following  pages  is  to  show  the  advantages 
to  be  gained  by  a  study  of  the  subjects  in  the  High  School 
course.  These  statements  have  been  prepared  by  the  heads 
of  the  departments  and  teachers  of  the  subjects. 

ENGLISH 
CORA  F.  STONE,  HEAD  OF  THE  DEPARTMENT 

The  English  language  is  the  tool  which  every  American  boy  or 
girl  must  learn  to  handle  easily  and  well  if  he  is  to  be  a  success  in  the 
useful  occupations  of  life;  for  this  reason  much  time  and  attention  is 
given  to  the  studies  which  will  help  him  to  use  his  mother  tongue  in 
an  effective  way. 

Twice  a  week  each  year  in  the  course,  is  a  recitation  in  English 
classics,  and  this,  supplemented  by  English  composition  and  rhetoric 
with  the  history  of  American  and  English  literature,  will  give  any 
thorough  student  a  command  of  his  native  tongue  which  will  facilitate 
any  work  he  may  have  in  hand,  besides  opening  new  worlds  of  thought 
and  feeling  which  would  otherwise  have  been  a  closed  book  to  him.  A 
recitation  or  piece  of  written  work  in  any  subject  is  a  lesson  in  English 
and  the  teachers  in  every  subject  try,  as  far  as  they  have  time,  to  in- 
sist on  the  use  of  correct  English. 

ENGLISH  COMPOSITION 

English  composition  aims  to  increase  the  student's  vocabulary, 
to  make  him  more  careful  in  ordinary  conversation,  and  to  enable  him 
to  express  his  thoughts  in  written  composition,  correctly,  clearly,  and 
with  some  degree  of  beauty. 

Correct  punctuation,  and  capitalization  and  good  English  are  in- 
sisted upon  till  these  become  a  habit. 

In  connection  with  English  composition  for  the  members  of  the 
Freshman  class  who  seem  to  be  particularly  deficient  in  the  knowledge 
of  correct  English,  classes  in  English  grammar  are  held  twice  a  week. 

RHETORIC 

The  study  of  rhetoric  is  a  practical  one  for  every  student.  In 
whatever  line  of  work  he  may  be  interested  after  he  leaves  school,  he 
will  be  expected  to  speak  and  write  correctly,  and  much  of  his  success 
as  a  business  or  professional  man  will  depend  on  his  ability  in  this 
respect.  Rhetoric  aims  to  teach  a  student  to  be  correct  in  speaking 


HIGH    SCHOOL   COURSE    OF   STUDY.  423 

and  writing,  to  say  what  he  means  briefly  and  easily,  and  to  express 
himself  in  a  way  which  cannot  be  misunderstood. 

AMERICAN  LITERATURE 

The  aim  in  our  study  of  the  history  of  American  literature 
is  to  acquaint  the  pupil  with  the  lives  of  our  great  writers  and  with 
their  works.  We  bring  out  the  relation  between  the  work  of  the  author 
and  the  history  of  his  time  so  that  the  pupil  may  understand  that 
history  may  be  read  through  literature  and  that  a  man's  writings 
depend  largely  upon  conditions  in  the  country.  We  read  in  the  class 
room  those  parts  of  the  writings  of  each  great  author  which  will  be 
most  apt  to  influence  the  student  to  choose  good  reading  matter  for 
himself  when  he  leaves  school. 

ENGLISH  LITERATURE 

The  object  of  this  study  is  to  introduce  the  pupil  to  the  great  men 
of  English  literature.  An  intimate  acquaintance  with  them  and  their 
work  is  neither  practical  nor,  perhaps,  desirable  at  this  stage  of 
progress. 

Now-a-days,  however,  the  young  person  who  has  not  a  general 
knowledge  of  the  development  of  our  language  and  literature,  and  a 
certain  degree  of  familiarity  with  the  greatest  literary  men,  is  badly 
handicapped.  It  is  hoped  that  a  large  proportion  of  the  pupils  will  be 
sufficiently  interested  to  continue  reading  and  studying  either  by  them- 
selves or  in  college. 

ENGLISH  CLASSICS 

The  study  of  the  English  Classics  begins  with  Irving,  the  father 
of  American  letters,  the  Sketch  Book  being  such  simple  description 
and  narrative  that  the  beginner  has  no  difficulty  in  understanding  it. 
Merchant  of  Venice  and  As  You  Like  It  introduce  the  pupil  to  Shakes- 
peare and  the  beginning  of  character  study.  The  Last  of  the  Mohicans 
makes  him  acquainted  with  another  American  author,  who  is  a  great 
favorite  with  the  boys  at  this  stage  of  their  development.  Longfellow's 
narrative  poems  appeal  to  a  different  taste  and  give  further  knowl- 
edge. 

In  the  second  year  Silas  Marner,  Franklin's  Autobiography,  Julius 
Caesar,  give  more  character  study,  Ivanhoe  is  a  good  introduction  to 
the  English  romances  which  every  child  should  read  and  Patriotic 
Speeches  appeals  to  the  feelings  that  help  make  a  good  citizen. 

Tennyson  in  the  third  year  opens  the  mind  to  the  beauty  of  the 
best  modern  English  poetry.  Carlyle  shows  the  thought  which  was  so 


424  GALESBURG   PUBLIC    SCHOOLS 

inspiring  to  the  English  students  of  the  middle  of  the  same  century. 
Macbeth  and  Hamlet  add  to  the  knowledge  of  Shakespeare,  and  Emer- 
son's essays  close  the  list  with  a  store  of  good  advice  for  a  person 
going  out  into  active  life. 

Besides  reading  books  named,  the  pupils  make  outlines  and  write 
essays  with  more  or  less  supplementary  reading. 

The  fourth  year,  less  importance  is  placed  upon  the  outlines  and 
more  individual  work  is  done.  Each  person  reports  upon  several 
books  obtained  at  the  library  and  read  at  home.  Much  time  is  spent 
in  recitation  by  the  pupils  telling,  chapter  by  chapter,  the  story  of  the 
book  which  the  class  is  studying.  This  is  excellent  practice  for  the 
pupils,  causing  them  to  think  quickly  and  express  their  thoughts  in 
the  best  English.  It  also  gives  them  greater  self-possession  and  re- 
liance. 

The  most  important  result  is  the  knowledge  gained  of  English 
writers  and  their  works,  enabling  them  to  select  with  judgment  the 
reading  which  will  make  so  large  a  part  of  the  quiet  pleasures  of 
active  life. 

READING  AND  PUBLIC  SPEAKING 
MABEL  C.  REIGLE,  HEAD  OF  THE  DEPARTMENT 

Previous  to  1896  no  special  department  was  provided  for  rhetori- 
cal work,  although  this  important  part  of  the  school  training  was  not 
wholly  neglected.  Then  as  now,  entertainments  were  given  and  the 
students  were  trained  to  take  part  in  them  by  the  various  teachers  in 
the  High  School.  The  graduates  were  trained  in  a  similar  manner 
and  for  this  work  a  special  teacher  was  sometimes  employed.  Then 
in  1895  a  special  teacher  was  employed  to  give  half  time  during  the 
school  year  to  the  middle  and  senior  classes.  The  plan  met  with  such 
favor  and  the  demand  for  the  work  was  so  great  that  an  instructor 
was  employed  in  1896  to  give  full  time  to  the  subject.  Reading  is 
offered  in  the  second  year  of  the  course  and  public  speaking  and  dra- 
matics in  the  third  and  fourth  years.  The  course  is  a  thorough  one  and 
follows  the  same  lines  as  those  of  higher  institutions.  Free  simple  ex- 
pression of  mind  and  body  is  sought  for  rather  than  elocutionary 
effect. 

In  the  preliminary  contests  for  choosing  a  representative  for  con- 
tests with  outside  schools,  all  who  desire  to  enter  are  allowed  to  com- 
pete, so  that  much  interest  is  aroused  in  the  work  and  the  best  results 
obtained.  Much  attention  is  given  to  debating,  both  in  the  regular 
rhetorical  work  and  in  other  classes.  At  least  three  public  entertain- 
ments are  given  each  year,  at  which  good  farces  and  plays  are  pre- 


HIGH    SCHOOL   COURSE    OF   STUDY.  425 

sented.  These  entertainments  have  become  known  for  their  artistic 
presentation,  lacking  the  crudeness  of  the  average  amateur  produc- 
tion. The  students  in  this  department  in  order  to  obtain  their  credits 
must  appear  before  the  assembly  at  least  once  during  each  year. 

LATIN. 
MINNIE  L.  SMITH,  HEAD  OF  THE  DEPARTMENT. 

In  answer  to  the  question,  "Why  should  Latin  be  studied?" 
Prof.  Lord  of  Dartmouth  College  said  recently:  "The  fundamental 
reason  for  the  study  of  Latin  is  not  to  open  a  literature,  not  to  im- 
part information,  not  to  develop  culture  as  distinguished  from 
power,  not  to  furnish  helps  to  an  educated  mind.  The  fundamental 
reason  for  its  study  is  that  it  is  a  subject  pre-eminently  fitted  to 
further  the  great  end  of  all  education:  the  development  of  the 
power  of  exact  thinking.  The  man  who  can  think  exactly  is  the 
man  of  power." 

All  industrial  schools  recognize  this  fact  and  advise  that  those 
who  enter  their  ranks  have  some  knowledge  of  Latin. 

Those  who  expect  to  teach  should  give  some  time  to  this  study 
for  through  it  they  get  a  more  thorough  understanding  of  English 
grammar,  and  the  study  of  words  and  their  derivation  is  helpful  in 
all  English  work. 

From  the  first  the  student  must  give  his  undivided  attention  to 
the  subject  with  which  he  is  working,  keep  many  things  in  his  mind 
at  once,  noticing  each  letter,  and  discriminate  in  the  use  of  words  as 
he  translates. 

In  this  course  one  reads  the  most  remarkable  military  history 
ever  written,  becomes  acquainted  with  one  of  the  world's  greatest 
orators,  becomes  familiar  with  the  daily  life  and  customs  of  the 
Roman  people. 

Ovid's  stories  always  have  a  fascination  for  young  people.  The 
Aeneid  is  studied  chiefly  as  a  literary  production.  The  beauty  of 
its  figures,  the  variety  of  expression,  the  mythology  which  it  sug- 
gests and  the  purposes  for  which  it  was  written,  make  the  study 
of  Virgil  delightful. 

From  this  four  years'  course  one  receives  not  only  knowledge 
and  pleasure  but  quoting  Prof.  Lord  again,  "A  mind  that  has  been 
trained  to  observe,  to  compare  and  to  judge,  that  is — to  think  ex- 
actly, is  better  fitted  to  do  any  work  than  one  that  has  knowledge 
without  that  training.  It  is  practically  trained  in  the  best  way,  is 
better  fitted  to  earn  its  bread  and  butter,  to  tackle  and  solve  the 
problems  of  daily  life,  and,  in  current  phrase,  to  become  efficient." 


426  GALESBURG    PUBLIC    SCHOOLS 

GERMAN. 
M.  BESS  HENRY,  HEAD  OF  THE  DEPARTMENT 

The  study  of  German  has  the  general  disciplinary  value  com- 
mon to  all  language  study. 

Its  first  and  greatest  value  is  in  the  introduction  of  the  learner 
to  the  life  and  literature  of  a  great  people.  "It  gives  him  as  it  were 
a  new  window  on  the  world."  In  the  course  of  his  reading  he 
sheds  not  a  few  prejudices  and  acquires  no  little  wisdom. 

It  is  the  aim  of  the  German  department,  beside  teaching  the 
pupil  how  to  acquire  and  use  properly  a  good  vocabulary  for  read- 
ing and  conversational  purposes  to  give  him  a  taste  of  German  lit- 
erature and  to  show  him  the  important  part  the  Germans  played  in 
the  development  of  history. 

As  a  beginning  book,  a  text  is  used  which  combines  the  in- 
ductive and  grammar  methods.  Easy  stories  are  taken  up  intro- 
ducing in  the  second  year  at  least  one  of  the  classics  and  work  in 
German  literature  and  history.  Prose  composition  is  not  neg- 
lected and  as  a  special  means  of  securing  good  pronunciation,  Ger- 
man songs  are  occasionally  sung  in  class. 

A  side  issue  to  the  regular  work,  the  German  Club,  provides 
opportunity  for  those  interested.  There  the  pupils  read  papers  they 
have  written,  work  up  and  present  short  plays,  make  talks  and  play 
German  games,  all  of  which  tend  to  give  them  some  idea  of  prac- 
tical everyday  German  in  addition  to  a  greater  interest  in  class 
work. 

MATHEMATICS. 

T.  W.  CALLAHAN,  HEAD  OF  THE  DEPARTMENT 

Every  subject  taught  in  the  High  School  has  its  place  in  the 
curriculum  because  of  definite  ways  in  which  it  helps  each  pupil. 
Perhaps  the  greatest  value  derived  from  the  study  of  mathematics 
lies  in  the  training  it  gives  to  the  pupils  to  think  things  out  for 
themselves. 

ALGEBRA. 

A  year  and  a  half  is  given  to  the  subject  of  algebra,  the  course 
being  arranged  for  the  first  year  and  the  first  four  months  of  the 
third  year.  It  is  the  aim  to  make  the  work  as  practical  as  possible. 
The  elementary  processes  are  constantly  applied  in  solving  con- 
crete examples  from  different  studies,  notably  physics,  and  they  are 
thus  made  of  real  interest  to  the  student.  In  this  connection,  he 
learns  how  the  natural  laws  are  worked  out  by  mathematical 


HIGH    SCHOOL   COURSE   OF   STUDY.  427 

formulae.  The  relation  that  every  straight  line  or  curve  bears  to 
an  equation  is  shown  by  means  of  the  graph.  The  study  of  algebra 
cultivates  the  habit  of  clear  thinking  and  trains  the  pupil  to  express 
himself  accurately  and  exactly.  It  is  one  of  the  best  studies  to  as- 
sist a  pupil  "to  think  straight."  This  habit  once  acquired  will 
follow  a  pupil  into  all  his  lines  of  work.  As  algebra  is  the 
basis  of  all  future  studies  in  mathematics,  especial  emphasis  is  laid 
upon  its  study  for  all  students  who  expect  to  pursue  a  scientific 
course  in  which  mathematical  computations  are  involved. 

GEOMETRY. 

Geometry  is  taught  during  the  second  year  and  the  latter  half 
of  the  third  year  of  the  course.  Here  too,  the  aim  is  to  make  the 
work  practical.  Its  value  is  readily  recognized  in  drawing,  land 
measuring,  pattern  making  and  carpenter  work.  Definite  propo- 
sitions are  given  which  are  to  a  great  extent  demonstrated.  Then 
based  upon  these  propositions,  a  large  number  of  exercises  are 
given  to  the  pupils  which  they  must  work  out  for  themselves.  The 
solution  of  these  exercises  is  what  causes  the  pupil  to  think,  to  be 
exact  in  the  use  of  his  words,  to  be  logical  and  able  to  reason  to  a 
definite  conclusion.  He  is  obliged  to  use  his  imagination  and  to  see 
definite  figures  projected  in  space  and  in  this  way  a  development  is 
brought  about  that  is  not  secured  by  the  study  of  any  other  sub- 
ject. 

HISTORY. 

CORA  F.  STONE,  HEAD  OF  THE  DEPARTMENT 
GENERAL  HISTORY. 

General  history  is  a  course  in  universal  history  beginning  with 
our  earliest  knowledge  of  human  events  and  ending  with  the  pres- 
ent time.  The  first  four  months  of  the  course  are  devoted  to 
ancient  history,  the  remaining  five  months  are  given  to  mediaeval 
and  modern  history.  If  the  student  cannot  give  two  years  to  the 
work  as  is  suggested  by  the  colleges,  the  one  year  course  should  be 
taken  by  all  pupils.  The  study  is  valuable  not  only  for  the  memory 
drill  but  also  for  the  information  conveyed. 

ANCIENT  AND   MODERN   HISTORY. 

As  many  of  the  larger  universities  and  colleges  demand  a  two 
years'  course  in  general  history  in  their  entrance  requirements,  the 
Galesburg  High  School  has  arranged  a  course  giving  one  year  to 
the  study  of  ancient  history  and  one  to  modern  history. 


428  GALESBURG   PUBLIC    SCHOOLS 

In  the  first  year,  the  beginnings  of  civilization  in  the  Orient 
and  its  development  in  Greece  and  Rome,  are  studied.  Particular 
attention  is  paid  to  the  origin  of  the  institutions  which  form  the 
basis  of  modern  nations.  The  daily  life  as  shown  in  manners  and 
customs  receives  considerable  attention. 

Modern  history,  beginning  with  the  period  of  Charlemagne, 
shows  the  gradual  formation  and  growth  of  the  great  nations  which 
occupy  the  stage  of  history  to-day.  A  large  proportion  of  time  is 
spent  in  tracing  the  events  of  the  19th  century  which  have  brought 
about  the  present  conditions  in  the  world  at  large. 

The  supplementary  work  done  at  the  Library  and  in  daily  read- 
ing and  in  magazines  ought  to  give  a  pupil  who  has  taken  the 
course  an  amount  of  knowledge  which  will  be  useful  and  a  taste  for 
historical  events  which  will  be  lasting. 

The  school  has  gathered  a  large  collection  of  mounted  pictures, 
which,  with  the  stereopticon  slides,  add  much  to  the  knowledge 
gained  and  to  the  interest  and  pleasure  in  the  subject. 

ENGLISH   HISTORY. 

English  history  is  the  foundation  of  American  history  and  es- 
sential to  its  complete  understanding.  In  its  study  we  trace  the 
gradual  development  of  the  power  of  the  people  through  their  in- 
creased resistance  to  the  tyranny  of  the  kings. 

Through  reading  biographies  we  become  interested  in  the  per- 
sonalities of  those  who  have  influenced  English  history,  while 
descriptions  of  historic  castles,  wonderful  cathedrals  and  the  lovely 
rural  England  of  to-day,  delight  and  charm  us. 

UNITED   STATES   HISTORY. 

In  the  study  of  American  history  special  attention  is  given  to 
the  constitutional  development  of  our  nation,  its  industrial  growth 
and  territorial  expansion. 

Supplementary  reading  and  the  discussion  of  the  work  done  by 
Congress  while  in  session  add  to  the  interest  of  the  subject. 

CIVICS. 

In  this  study  the  aim  is  to  prepare  the  young  people  to  do  their 
civic  duties  well  in  later  life.  They  must  have  some  definite  knowl- 
edge of  their  rights,  and  of  the  duties  going  with  such  rights.  They 
must  be  familiar  with  some  underlying  principles,  so  that  they  may 
do  clear  and  independent  thinking  on  new  questions.  They  must 
know  the  facts  concerning  the  divisions  of  governmental  powers, 
and  the  duties  of  officials,  and  they  must  appreciate  the  relation 


HIGH    SCHOOL   COURSE    OF   STUDY.  429 

that  exists  between  our  government  and  our  every-day  welfare. 
The  desire  is  to  awaken  in  their  minds  a  lively  personal  interest  in 
political  affairs. 

Hence  the  work  is  made  as  practical  as  possible.  The  govern- 
ment of  our  city,  county  and  state  is  studied  carefully.  Attention 
is  given  to  the  progress  of  other  countries  in  matters  of  govern- 
ment. Above  all  a  large  place  is  given  to  class  discussions  of  live 
questions,  growing  out  of  the  text,  or  suggested  by  current  history. 

ILLINOIS    HISTORY. 

As  in  civics  the  main  thing  aimed  at  in  the  study  of  Illinois 
history  is  to  aid  in  developing  good  and  intelligent  citizens.  In 
the  work  of  the  pupils,  therefore,  an  attempt  is  made  to  have  them 
realize  the  greatness  of  our  state;  how  great  were  its  men  of  the 
past,  their  ability,  their  struggles,  their  devotion;  and  how  great  the 
resources  of  the  state  are,  both  the  developed  and  the  undeveloped. 

A  second  aim  is  to  show  what  has  hitherto  been  the  relation  of 
our  history  to  the  history  of  the  nation,  what  its  mission  has  been, 
and  what  its  mission  is  still  to  be.  In  this  connection  a  study  is 
made  of  the  part  Galesburg  and  Knox  County  have  taken  in  the 
development  of  the  state  and  its  institutions.  And  to  the  same  end, 
a  study  of  the  live  questions  in  the  state  is  made,  and  their  prob- 
able solution,  thus  watching  the  history  now  in  the  making. 

SCIENCE. 

A.  C.  ROBERTS,  HEAD  OF  THE  DEPARTMENT 
PHYSICS. 

The  course  of  instruction  in  physics  includes  a  study  of  the 
text-book  for  the  purpose  of  getting  a  connected  and  compre- 
hensive view  of  the  subject,  demonstrations  in  the  classroom  to 
illustrate  the  facts  and  phenomena  of  the  science  and  their  prac- 
tical applications,  and  individual  laboratory  exercises  to  supplement 
the  demonstrations  and  recitations  in  order  to  develop  in  the  stu- 
dent scientific  methods  of  observation  and  thinking. 

The  subject  of  physics  is  taken  during  the  third  or  fourth 
year,  a  knowledge  of  elementary  algebra  and  plane  geometry  be- 
ing recommended  as  needful  preparation  for  a  good  understanding 
of  the  subject. 

Three  recitations  and  two  double  periods  for  laboratory  work 
are  devoted  each  week  to  physics.  About  forty  experiments  relat- 
ing to  measurements,  balanced  forces,  fluid  pressure,  heat,  motion, 


430  GALESBURG   PUBLIC    SCHOOLS 

energy,  magnetism,  electricity,  sound  and  light,  are  required  to  be 
made  by  the  pupil.  These  experiments  are  mainly  quantitative  in 
character,  designed  chiefly  to  verify  the  laws  previously  considered 
in  the  classroom.  A  careful  record  of  each  experiment,  consisting 
of  data,  computations  and  answers  to  questions  is  kept  in  neat  form 
in  a  special  laboratory  notebook. 

The  school  is  well  equipped  with  apparatus  for  classroom 
demonstration  and  laboratory  experiments.  Among  the  important 
pieces  are  balances,  air  pump,  Wimhurst  electrical  machine,  electric 
motor,  with  their  numerous  accessories.  A  Bausch  and  Lomb  pro- 
jection lantern  of  recent  pattern,  fitted  with  reflectroscope,  vertical 
and  microscope  attachments,  affords  a  valuable  adjunct  to  instruc- 
tion not  only  in  the  sciences  but  also  in  nearly  every  other  branch 
of  study. 

CHEMISTRY. 

The  course  in  elementary  chemistry  is  taken  regularly  the 
fourth  year  following  the  study  of  physics.  Three  periods  of  forty 
minutes  each  are  given  to  recitation  and  two  double  periods  are  al- 
lowed for  laboratory  work  each  week.  The  course  is  intended  to 
give  the  student  a  description  of  the  common  elements,  their  com- 
pounds, and  their  reactions  sufficiently  full  and  clear  to  enable  him 
to  form  correct  conceptions  of  the  nature  of  the  changes  that  are 
going  on  around  him;  to  provide  him  with  a  thorough  ground- 
work in  the  simpler  laws  and  theories  of  modern  chemistry,  and  lay 
a  solid  foundation  for  the  continuation  of  the  study  in  the  higher 
institutions  of  learning.  An  attempt  is  made  to  illustrate  many  of 
the  important  details  of  industrial  processes,  both  by  descriptions 
accompanied  by  diagrams  designed  to  bring  out  many  of  the  im- 
portant features,  and  by  short  excursions  to  inspect  neighboring 
plants.  The  student  is  thus  better  able  to  grasp  the  connection  be- 
tween the  industrial  operations  and  the  underlying  chemical  prin- 
ciples. 

Laboratory  and  text-book  work  go  hand  in  hand,  a  close  cor- 
relation being  maintained  between  the  two.  About  seventy  simple 
experiments  have  been  carefully  selected  to  bring  out  the  leading 
facts  and  generalizations  of  the  science.  Though  most  of  the  ex- 
periments are  qualitative  in  character,  a  reasonable  amount  of  sim- 
ple quantitative  work  involving  the  careful  manipulation  of  simple 
apparatus  is  insisted  upon  to  develop  the  power  of  observation  and 
accuracy  in  the  laboratory. 


HIGH    SCHOOL   COURSE    OF   STUDY.  431 

BIOLOGY. 
[Prepared  by  J.  W.  Adams,  Teacher.] 

Biology  deals  with  living  things.  One  of  its  branches  is  bot- 
any, which  treats  of  plants.  The  other  is  zoology,  which  treats  of 
animals.  Each  of  these  sciences  has  many  sub-divisions.  Phys- 
iology is  in  reality  a  highly  important  branch  of  zoology. 

In  the  High  School  the  advanced  classes  are  given  one  term 
each  of  botany,  zoology  and  physiology;  while  one  whole  year  of 
the  "Essentials  of  Biology"  is  offered  to  all  first  year  students,  to 
afford  a  broader  foundation  and  give  a  better  grasp  of  the  more  ad- 
vanced features  of  this  study.  Thus  the  way  is  prepared  to  help 
the  student  not  only  to  do  more  satisfactory  work,  but  to  have  a 
more  comprehensive  view  of  these  subjects  which  deal  with  life. 
By  this  plan  a  pupil  may  elect  two  and  one-half  years  of  work  in 
this  department,  and  thus  secure  a  liberal  knowledge  of  the  subject 
as  well  as  to  very  fitly  prepare  him  to  enter  a  college  course. 

In  the  teaching  of  physiology  there  are  two  general  objects  to 
be  sought.  The  first  is  the  proper  care  and  operation  of  the  body 
itself.  The  other  is  favorable  surroundings  for  the  body.  The  first 
is  known  as  hygiene;  the  second,  sanitation.  Other  aims  must  be 
subordinate  to  these.  If  physiology  will  help  us  to  form  correct 
habits  in  our  various  activities,  and  to  secure  wholesome  surround- 
ings, then  we  need  it. 

Botany  and  zoology,  though  dealing  with  different  groups  of 
living  beings  are  yet  so  much  alike  in  methods  and  aims  that  they 
may  here  be  spoken  of  together.  Both  are  most  directly  concerned 
with  man's  physical  welfare.  They  are  not  now  in  enlightened 
communities  looked  upon  as  mere  accomplishments  of  little  real 
value  to  the  average  man  or  woman.  They  are  seen  to  be  intensely 
practical.  Birds  and  insects,  trees  and  bacteria  are  so  related  to  our 
daily  life  that  we  must  know  them  for  something  more  than  their 
mere  beauty  or  peculiarity  if  we  are  to  realize  what  they  are  to  us. 
We  need  to  know  what  effect  upon  our  own  prosperity  and  happi- 
ness the  various  animals  and  plants  about  us  have;  to  distinguish 
friend  from  enemy.  We  need  to  see  the  really  dangerous  character 
of  some  unsuspected  foes,  and  to  be  free  from  foolish  fears  of 
many  harmless  creatures.  We  need  to  have  awakened  our  interest 
in  the  world  of  life.  We  need  such  a  respect  for  life  as  shall  keep 
us  from  wantonly  taking  life — from  killing  for  sport.  The  study  of 
botany  and  zoology  ought  to  do  something  toward  preventing 
man's  destruction  of  useful  or  harmless  animals  and  plants.  Ap- 
preciation of  the  beauties  of  nature  is  no  mean  thing  of  itself,  and 
it  grows  with  the  knowledge  of  nature. 


432  GALESBURG   PUBLIC    SCHOOLS 

Biology  then,  is  the  one  science,  or  group  of  sciences,  that 
leads  to  intimate  acquaintance  with  the  living  world,  with  the  ani- 
mals and  plants  about  us  and  with  ourselves.  If  such  knowledge 
helps  to  successful  living — if  it  makes  man  better  off  financially, 
intellectually  and  morally,  then  it  is  well  to  have  it.  The  High 
School,  believing  that  this  knowledge  of  nature  is  profitable  in  a 
high  degree,  aims  to  extend  it  through  its  courses  in  biology — 
physiology,  botany  and  zoology. 

PHYSICAL    GEOGRAPHY. 
[Prepared  by  W.  C.  Beard,  Teacher.] 

The  average  student  enters  High  School  with  but  a  meager 
knowledge  of  the  facts  and  phenomena  of  the  great  world  that  is 
about  him.  His  world  being  a  world  of  things,  of  the  concrete,  the 
explanation  of  these  varied  phenomena  must  be  found  largely 
through  things  and  those  close  at  hand. 

Physiography  here  appears  as  an  admirable  first  step  in  the 
study  of  the  physical.  Fascinating  the  student  with  its  immediate 
interest  it  impels  a  search  for  the  cause  and  process  of  the  many 
changes. 

For  an  explanation  and  separation  of  these,  all  the  sciences  are 
drawn  upon  and  illustrations  so  frequent  and  varied  are  found  on 
every  hand  that  the  facts  of  science  appear  as  realities. 

The  general  laws  of  the  earth  and  air  are  learned  without  con- 
fronting the  pupil  with  mere  abstract  theories. 

The  practical  value  of  a  knowledge  of  climatic  changes,  con- 
ditions of  soil  formation,  the  distribution  of  plant  and  animal  life, 
and  the  influence  of  these  on  man's  manner  of  living  on  the  earth, 
can  hardly  be  over-estimated.  For  the  student  who  intends  a  long 
school  training,  physiography  is  a  pleasing  introduction  to  a  study 
of  the  sciences;  to  the  one  in  doubt  it  may  prove  a  stimulus  to  con- 
tinue his  study,  while  the  pupil  who  pursues  his  school  course  no 
further  receives  something  of  practical  value  to  him. 

BOOKKEEPING. 
[Prepared  by  J.  M.  Dewhirst,  Teacher.] 

It  is  the  purpose  of  the  Bookkeeping  department  to  train  the 
young  people  so  that  they  can  intelligently  take  their  places  in  the 
business  world.  This  does  not  mean  that  each  one  who  takes  the 
subject  is  to  become  a  bookkeeper,  and  take  a  position  in  some  of- 
fice, though  this  could  be  done;  but  that  he  may  upon  examination 
be  able  to  tell  whether  or  not  the  books  are  properly  kept;  as  no 


HIGH    SCHOOL   COURSE    OF   STUDY.  433 

person  is  thoroughly  competent  to  embark  in  a  business  enterprise 
without  this  knowledge. 

In  order  to  accomplish  the  purpose,  the  pupil  must  become 
thoroughly  acquainted  with  the  common  commercial  papers,  such 
as  checks,  notes,  invoices  and  drafts,  also  their  use  in  business 
transactions.  He  must  understand  the  nature  of  a  transaction,  so 
that  he  can  tell  the  effect  of  the  same  upon  business.  This  knowl- 
edge should  precede  the  work  of  making  the  record  of  the  same  in 
the  blank  books,  which  is  commonly  called  bookkeeping. 

In  recording  the  transactions  in  the  blank  books  it  is  important 
that  the  record  should  be  made  neatly  and  correctly.  No  erasures 
or  blots  should  appear,  and  all  corrections  are  to  be  made,  so  that 
the  errors  are  self-explanatory. 

The  pupil  must  be  able  to  explain  and  use  intelligently  ac- 
counts, such  as  the  proprietor's  personal  loss  and  gain,  also  trial 
balance,  balance  sheet,  invoice  and  sales  book,  journal,  cash  book 
and  ledger. 

And  all  this,  it  is  the  aim  of  the  department  to  accomplish. 

COMMERCIAL   ARITHMETIC. 

Commercial  arithmetic  has  for  its  object  the  making  of  the 
pupil  proficient  in  those  subjects  of  arithmetic  that  the  business 
world  is  constantly  using. 

In  order  to  become  proficient,  the  pupil  must  understand  the 
conditions  involved,  and  be  able  to  apply  these  principles  in  an  in- 
telligent manner  so  that  he  will  know  that  his  work  is  correct,  for 
no  publisher  has  as  yet  attempted  to  furnish  an  answer  book  foq 
the  various  business  houses.  He  must  develop  that  necessary  qual- 
ity of  being  able  to  tell,  from  the  conditions  involved,  whether  or 
not  the  answer  is  a  reasonable  one. 

The  business  world  demands  that  those  in  its  employ  be  able 
to  solve  accurately  and  with  a  reasonable  degree  of  rapidity  the 
ordinary  mathematical  problems  necessary  to  carry  on  the  work. 
To  do  this  a  person  must  be  thoroughly  drilled  in  the  four  funda- 
mentals of  addition,  subtraction,  multiplication  and  division,  also 
fractions,  percentage,  interest,  discount,  interspersed  with  practical 
measurements. 

SHORTHAND    AND    TYPEWRITING. 
[Prepared  by  Nellie  C.  Collins,  Teacher.] 

Two  years  are  given  to  shorthand  and  typewriting,  preferably 
the  second  and  third  years  of  a  three-year  course  and  third  and 
fourth  of  a  four-year  course. 


434  GALESBURG   PUBLIC    SCHOOLS 

If  a  pupil,  who  elects  shorthand,  has  not  completed  at  least  one 
year  in  English,  he  is  encouraged  to  postpone  shorthand  until  that 
much  English  is  completed.  If  he  takes  shorthand  at  this  time,  he 
must  also  take  English.  With  advanced  work,  at  least  two  years  of 
English  are  required.  The  importance  of  studying  authors  is  fre- 
quently presented  to  the  classes. 

Since  only  about  one  out  of  six  who  begin  shorthand  becomes  a 
stenographer,  the  work  must  be  conducted  to  benefit  the  five  as 
well  as  the  one.  Emphasis  is  put  on  the  way  to  study,  consider- 
able effort  being  made  to  help  pupils  form  habits  of  effective  study 
and  self-examination.  The  pupil  is  continually  encouraged  to  ac- 
count to  himself;  to  be  sure  that  he  has  mastered  the  assignment; 
to  frequently  review  himself  on  former  lessons.  This  is  done  in 
the  hope  that  habits  so  built  up  will  make  for  improvement  after 
school  days  are  past. 

During  the  first  year  the  Gregg  manual  is  thoroughly  covered. 
At  the  end  of  the  year  every  pupil  writes  out  and  illustrates  the 
whole  theory.  This  is  done  without  questions.  The  examination 
also  includes  200  words,  covering  most  of  the  theory,  taken  from 
dictation  and  transcribed.  A  grade  of  at  least  95  per  cent  is  re- 
quired before  advanced  work  may  be  taken. 

In  typewriting  by  the  end  of  the  first  year,  the  class  is  writing 
smoothly  upon  the  whole  keyboard.  At  this  stage  quite  a  number 
of  pupils  can  turn  out  twenty-five  correct  words  per  minute,  after 
five  words  are  deducted  for  each  error.  In  daily  lessons  one  per 
cent  is  deducted  for  each  error,  and  no  paper  is  accepted  that  falls 
below  85  per  cent.  Few  papers  are  rejected;  the  majority  are 
above  95,  and  several  pupils  each  year  are  100  on  every  lesson. 

The  advance  work  is  conducted  almost  wholly  as  a  preparation 
for  stenographic  work.  Text-book  work  (Speed  Practice)  and  dic- 
tation, intended  to  strengthen  the  pupil  in  ready  word  building,  are 
used  early  in  the  year.  This  work  is  soon  supplemented  by  dicta- 
tion for  transcription,  which  is  gradually  increased  until  nearly  all 
the  work  at  the  typewriter  is  transcription.  The  last  two  or  three 
months  from  500  to  700  words  are  given  to  be  transcribed  each 
day,  one  period  being  allowed  for  the  work.  Most  of  the  dictation 
for  transcription  is  business  letters,  which  are  turned  out  by  the 
pupils  as  if  for  the  business  man's  signature.  Making  carbon 
copies,  mimeographing,  filing,  and  as  many  of  the  more  common 
office  duties  as  possible  are  taught  in  the  course  of  taking  care  of 
their  own  work  and  the  work  of  the  school. 

Pupils  who  have  satisfactorily  completed  the  advance  work 
have  been  quite  successful  in  business  life.  The  possibilities  for  all- 


HIGH  SCHOOL  COURSE  OF  STUDY.  435 

around  training  in  the  different  departments  of  the  school  have  en- 
abled a  considerable  number  to  use  their  shorthand  and  typewrit- 
ing as  a  stepping-stone  to  reach  places  of  large  responsibility. 

BUSINESS    ENGLISH. 
[Prepared  by  S.  B.  Irish,  Teacher.] 

The  course  in  business  English  is  a  practical  course  in  busi- 
ness as  transacted  by  letter.  It  is  a  desirable  study  for  anyone  who 
wishes  to  learn  something  of  the  methods  used  to  obtain  desired 
results  in  business  dealings,  but  it  is  especially  valuable  to  those 
who  wish  to  enter  the  commercial  world. 

During  the  course  business  letters  are  written  and  discussed; 
negotiable  instruments  are  examined  and  written;  and  such  work 
is  done  in  grammar  as  seems  necessary  from  the  work  of  the  stu- 
dents taking  the  course. 

Throughout  the  year  the  idea  of  using  natural  conversational 
language  is  kept  before  the  students  while  stilted  or  worn  out  ex- 
pressions are  carefully  avoided.  Much  of  the  subject  matter  for  the 
letter  writing  comes  from,  or  is  based  upon,  transactions  of  the 
students  themselves,  while  artificial  conditions  are  seldom  used. 

BUSINESS   LAW. 
[Prepared  by  G.  M.  Hewey,  Teacher.] 

In  our  age,  and  especially  in  our  country,  business  enters  into 
everybody's  life.  There  are  constantly  coming  up  questions  of 
loans,  of  credit,  of  the  transfers  of  notes,  and  of  the  assignment  of 
rights  and  duties  on  contracts;  questions  of  the  liabilities  of  rail- 
ways, insurance  companies,  hotel  keepers,  of  agents,  of  the  em- 
ployers of  labor,  of  those  who  hire,  rent,  or  care  for  property; 
questions  of  the  buying  and  selling  of  real  estate,  of  the  powers  and 
responsibilities  of  the  members  of  partnership  firms,  joint  stock 
companies  and  corporations.  Such  are  the  questions  the  pupil  must 
meet,  and  hence  the  propriety  of  his  studying  such  questions  in 
school.  The  aim  is  to  make  business  law  very  practical,  not  to 
make  lawyers.  Problems  taken  from  real  business  life  are  a  main 
part  of  the  course.  The  pupil  is  taught,  not  how  to  escape  the 
clutches  of  the  law  after  he  has  done  wrong  or  made  mistakes,  but 
rather  how  to  avoid  mistakes  and  liability  of  punishment;  so  that 
his  business  may  be  conducted  with  success,  without  unnecessary 
worry,  and  with  fairness  to  those  with  whom  he  has  to  deal. 


436  GALESBURG    PUBLIC   SCHOOLS 

COMMERCIAL    GEOGRAPHY. 

Commercial  geography  is  the  study  in  which  those  sciences 
that  deal  with  nature  and  those  that  deal  with  human  society  are 
brought  together.  The  subject  is  designed  to  give  the  pupils  an  in- 
sight into  the  relation  between  the  geographical  conditions  of  a 
country  and  its  industrial  development.  It  is  a  study  of  the  local- 
ization of  industries.  The  three  factors  involved,  nature,  man  and 
capital  goods  are  carefully  studied  with  respect  to  each  of  the  great 
industries  and  the  reason  why  certain  industries  are  confined  to 
certain  regions  are  thoroughly  considered. 

Each  of  the  great  world  products  is  studied  in  detail  and  their 
respective  by-products  noted.  Recent  discoveries  in  science  have 
increased  the  number  of  by-products  so  that  each  year  there  is  a 
constantly  decreasing  amount  of  waste.  The  pupil  learns  how 
natural  factors  are  employed  to  give  the  greatest  amount  of  in- 
dustrial return. 

POLITICAL    ECONOMY. 

The  course  in  political  economy  attempts  to  give  the  pupil  a 
reading  knowledge  of  the  subject  such  as  he  must  have  in  order  to 
become  conversant  with  the  ordinary  economic  subjects  of  which 
he  must  know  something  if  he  is  to  become  a  well-informed  voter, 
or  even  an  intelligent  reader  of  the  newspapers. 

A  study  is  made  of  the  laws  governing  production,  exchange, 
and  distribution.  Considerable  time  is  also  devoted  to  such  ques- 
tions as  municipal  ownership,  theories  of  taxation,  socialism,  trades 
unions,  protection,  and  other  economic  questions  of  equal  impor- 
tance. 

MANUAL   TRAINING. 
G.  H.  BRIDGE,  HEAD  OF  THE  DEPARTMENT 

In  the  construction  of  our  new  manual  training  building  and 
the  admission  of  the  seventh  and  eighth  grades  to  manual  work  our 
course  has  been  changed. 

MANUAL  TRAINING  IN  THE  GRADES 

The  seventh  and  eighth  grade  boys  receive  instructions  in 
elementary  woodwork  one  and  one-half  hours  per  week.  These 
pupils  are  taught  the  names  and  use  of  tools.  After  a  fair  degree 
of  skill  has  been  acquired  they  are  encouraged  to  make  various 
small  articles,  ranging  from  match  boxes  to  magazine  racks  and 
waste  baskets. 


HIGH  SCHOOL  COURSE  OF  STUDY.  437 

MANUAL  TRAINING  I 

The  work  of  the  High  School  is  divided  into  two  years  of 
woodwork  and  two  years  of  metal  work,  boys  receiving  instruc- 
tions of  two  ninety  minute  periods  per  week.  During  the  first  term 
the  principles  of  elementary  carpentry  are  taught,  instructors  in- 
sisting upon  neatness  and  accuracy  of  all  work  handed  in.  Second 
term — Work  in  joinery  making  such  joints  as  are  used  in  cabinet 
construction.  Third  Term — The  boys  are  encouraged  to  combine 
the  principles  learned  into  some  useful  piece  of  furniture  for  the 
home,  they  furnishing  the  material. 

MANUAL  TRAINING  II 

First  term — Turning  in  wood. 

Exercises  between  centers. 
Face  plate  and  chuck  work. 
Glued  up  work. 
Second  term — Pattern  making. 

Accurate  calculations  made,  to  allow  for  shrink- 
age, draught  and  cleaning  upon  lathe.  Patterns 
made  for  articles  to  be  completed  in  machine 
shop. 

Third  Term — By  this  time  the  boy  has  acquired  sufficient  abil- 
ity to  make  quite  an  elaborate  piece  of  work,  and  such  pieces  as 
library  tables,  davenports,  writing  desks,  dining  tables,  etc.,  are 
made.  All  the  articles  are  finished  by  the  students  themselves. 
Staining,  waxing,  varnishing,  shellacing  in  the  best  manner  possi- 
ble, are  all  given  attention. 

Complete  working  drawings  and  bills  of  material  are  required 
of  all  High  School  boys  before  they  are  allowed  to  begin  their 
pieces. 

MANUAL  TRAINING  III 
MACHINE    SHOP 

First  Term — 12  weeks — Bench  Metal  work — chipping  and  fil- 
ing. Explanations  and  exercises  are  given  in  the  proper  use  of 
hammer,  chisels  and  files.  Demonstrations  and  practice  are  given 
in  grinding  chisels  to  produce  best  results  in  various  metals.  At 
various  times  talks  are  given  on  the  production,  composition  and 
practical  use  of  different  metals. 

Second  Term — 12  weeks — Forging.  Forge  practice — Demon- 
strations are  given  in  use  of  forge  and  tools.  The  construction  and 


438  GALESBURG    PUBLIC    SCHOOLS 

operation  of  forge  are  explained  in  detail.  General  practice  in 
drawing  out,  upsetting,  forming,  bending  and  welding  furnish  the 
exercises  for  the  term's  work. 

Third  Term — 12  weeks — Forging  continued.  General  practice 
in  forging,  including  exercises  in  tempering  and  tool  making,  con- 
stitutes the  most  of  the  work  of  the  third  term. 

MANUAL  TRAINING  IV 
MACHINE   SHOP 

First  Term — 12  weeks — Lathe  work.  Construction  and  prin- 
ciples of  lathe  explained.  Tool  grinding  for  special  purposes.  Prac- 
tice given  in  turning,  boring,  internal  and  external  screw  cutting. 

Second  Term — 12  weeks — General  practice.  Construction  of 
Machine  Parts. 

Third  Term — 12  weeks — General  Machine  Shop  Practice  with 
emphasis  placed  on  machine  construction  and  operation. 

MECHANICAL    DRAWING. 
[Prepared  by  W.  C.  Beard,  Teacher.] 

With  the  increasing  demand  for  technical  training  in  public 
schools  the  subject  of  mechanical  drawing  comes  to  demand  more 
attention. 

Not  only  is  it  an  asset  to  the  prospective  engineer  and  me- 
chanic but  its  value  as  a  means  of  mental  discipline  is  coming  to  be 
considered  scarcely  inferior  to  that  of  any  study  now  in  the  cur- 
riculum of  the  public  schools. 

The  practical  use  of  a  knowledge  of  drawing  becomes  ever 
more  evident  to  the  student  as  he  progresses  in  the  subject  and 
urges  him  to  close  application  and  consistent  work,  while  of  no  less 
importance  is  the  awakening  sense  of  proportion  together  with  the 
cultivation  of  neatness  and  accuracy. 

To  be  of  greatest  effectiveness  in  public  schools,  however,  the 
relation  between  drawing,  mathematics  and  shop  work  must  be 
rigidly  upheld.  Work  at  the  drawing  board  must  parallel  practice 
in  the  shop. 

Problems  in  the  designing  of  simple  pieces  of  furniture  and 
woodwork  to  be  built  during  shop  periods  afford  an  excellent  op- 
portunity to  relate  constructive  design  with  practical  work. 

On  the  whole,  the  successful  designing  and  constructing  of  a 
piece  of  work  largely  his  own  stimulates  the  student  to  better 
work  during  his  entire  course  in  school. 


HIGH  SCHOOL  COURSE  OF  STUDY.  439 

PRINTING. 

[Prepared  by  J.  M.  Dewhirst,  In  Charge.] 

One  would  naturally  suppose  that  the  primary  object  of  study- 
ing printing  is  the  learning  how  to  deal  with  the  mechanical  part  of 
the  work,  such  as  setting  type,  making  up  forms  and  running  a 
press.  This,  however,  is  one  of  the  purposes,  but  not  necessarily 
the  main  one.  In  fact,  the  pupils  do  learn  to  set  type  and  perform 
other  activities  connected  with  the  mechanical  side,  but  that  which 
they  learn  of  greater  importance  is  that  it  requires  time  and  close 
observation  to  do  in  a  respectable  way  some  of  the  most  common 
and  ordinary  things  that  the  average  person  takes  as  a  matter  of 
course.  It  requires  time  and  much  more  time  than  one  supposes, 
who  is  not  familiar  with  printing,  to  set  a  line  of  type.  It  also  re- 
quires a  great  amount  of  skill  to  make  the  page  appear  well  in 
print,  after  the  type  has  been  set. 

Another  purpose  of  the  print  shop  is  to  encourage  a  high 
standard  of  school  spirit,  and  one  of  the  principal  ways  in  accom- 
plishing this  is  by  publishing  The  Budget.  This  is  a  weekly  paper 
edited  and  printed  by  the  students  of  the  High  School  under  the 
supervision  of  certain  teachers.  In  this  paper  the  pupils  deal  with 
school  problems  both  real  and  imaginary,  pleasant  and  unpleasant. 
This  work  is  not  simply  a  preparation  for  life,  it  is  life  itself.  Mis- 
takes in  print  as  well  as  successes  are  not  so  easily  kept  from  the 
public.  The  editors  and  reporters,  in  fact  the  whole  staff,  are 
thrown  upon  their  own  resources. 

One  of  the  important  features  of  this  work  is  the  training  the 
business  managers  receive.  It  is  their  duty  to  provide  the  print 
shop  with  the  necessary  cash  to  carry  on  the  work.  The  source  of 
this  revenue  is  the  subscription  price  of  The  Budget  and  job  work 
done  principally  for  the  Board  of  Education. 

While  the  High  School  annual,  the  Reflector,  is  not  printed  on 
the  High  School  press,  its  publication  is  due  in  a  large  measure  to 
the  efforts  of  those  connected  with  the  publication  of  The  Budget. 

It  is  here  in  the  print  shop  that  a  number  of  pupils  discover 
themselves,  when  it  seems  almost  impossible  for  them  to  do  so  in 
the  regular  academic  course. 


440  GALESBURG   PUBLIC    SCHOOLS 

DOMESTIC  SCIENCE. 
MRS.  CLARA  G.  RHODES,  HEAD  OF  THE  DEPARTMENT 

We  must  learn  the  homely  laws  of  fire  and  water,  we  must  feed,  wash, 
plant,  build. 

These  are  the  ends  of  necessity,  and  first  in  the  order  of  nature.  Poverty, 
frost,  famine,  disease,  debt,  are  the  beadles,  and  guardsmen  that  hold  us  to 
common  sense. — Emerson, 

Pupils  pursuing  a  course  in  domestic  science  may  acquire  a 
knowledge  of  household  arts  in  a  pleasing  and  attractive  way  not 
offered  in  all  homes:  pleasing  because  of  the  companionship  which 
all  young  people  enjoy,  and  attractive  because  it  is  the  privilege 
and  duty  of  the  instructors  to  present  the  work  in  a  way  to  give  the 
girls  a  liking  for  that  form  of  industrial  employment,  and  better  than 
many  homes  may  offer  because  of  the  lack  of  time  the  mother  may 
have  at  her  disposal  and,  too,  perhaps  a  lack  of  knowledge  on  the 
mother's  part. 

The  girl  not  only  acquires  a  taste  for  housework  which  other- 
wise she  may  never  have  but  habits  of  order  and  a  knowledge  of 
related  subjects;  also  she  learns  that  the  most  expensive  foods  are 
not  necessarily  the  most  conducive  to  mental  and  physical  growth. 

In  many  cases  the  pupils  learn  to  train  the  appetite  as  well  as 
the  mind.  It  is  an  acknowledged  fact  that  more  than  nine-tenths  of 
the  pupils,  as  well  as  adults,  have  a  perverted  appetite  and  they  are 
urged  to  try  to  cultivate  a  taste  for  the  most  wholesome  and  nu- 
tritious foods.  If  this  cannot  be  accomplished  in  any  other  way  an 
appeal  to  their  pride  will  often  induce  them  to  try  some  food  that 
has  always  heretofore,  been  passed  by. 

When  the  girl  knows  that  with  a  good  healthy,  physical  make- 
up she  has  a  more  attractive  personality,  she  will,  many  times,  at 
least,  make  an  effort  to  gain  some  acquired  tastes.  One  authority 
has  well  said,  "It  has  become  too  much  the  fashion  to  allow  chil- 
dren a  greater  range  of  electives  in  foods  than  in  studies." 

All  young  people  like  to  imitate  their  elders  in  extending  hos- 
pitality as  well  as  in  other  lines  and  when  the  pupils  learn  to  pre- 
pare their  own  refreshments  instead  of  depending  on  their  mothers 
or  the  baker  they  have  a  keener  enjoyment  in  the  serving  than 
otherwise  would  be  the  case. 

One  eminent  physician  has  expressed  as  his  opinion  that  it  is 
the  imperative  duty  of  the  colleges  and  universities  to  take  in  hand 
the  matter  of  food  for  the  future  leaders  of  the  nation  as  an  ex- 
ample of  what  education  really  stands  for.  And  why  not?  We  all 
know  that  the  football  coach  will  positively  refuse  to  allow  a  stu- 
dent to  remain  on  the  team  unless  he  will  follow  the  prescribed 
diet  for  the  best  physical  work  cannot  be  secured  if  an  indiscrim- 
inate diet  is  allowed. 


TRAINING   SCHOOL.  441 

TEACHERS'  TRAINING  SCHOOL. 

The  Training  School  was  opened  in  1888.  The  action  of 
the  Board  of  Education  in  June,  1893,  awarding  diplomas  to 
those  completing  the  Course  of  Study  in  Theory  and  Practice, 
has  had  great  influence  in  establishing  the  professional  stand- 
ing of  the  school. 

The  general  plan  that  has  been  in  operation  during  the  past 
eighteen  years  is  as  follows: 

Practice. — The  practice  work  of  this  department  is  of  three 
kinds:  (1)  Teaching  the  first  and  second  grade  pupils  of  the 
Central  School,  each  teacher  having  charge  of  a  school  aver- 
aging twenty-five  in  number.  (2)  Filling  temporary  vacancies 
caused  by  the  absence  of  the  regular  teachers  in. the  city 
schools.  (3)  Assisting  in  the  different  ward  schools  whenever 
overcrowding  of  pupils  makes  such  help  necessary. 

Theory. — Each  week  four  meetings  of  the  class  are  held 
for  recitations,  reports  on  educational  reading,  and  discussions 
of  the  best  methods  of  teaching.  Lessons  in  drawing  and  vocal 
music  are  given  by  the  special  teachers  of  these  subjects. 

COURSE    OF    STUDY. 
FALL  TERM 

I.  "Halleck's  Psychology." 

Time :   Fourteen  weeks.    One  hour  per  week. 

Required  Reading:  Selections  from  "Psychology  in  the 
School  Room" — Dexter  and  Garlick;  "Basis  of  Practical 
Teaching" — Bryan;  "Principles  of  Teaching" — Thorndyke; 
"Thinking,  Feeling,  Doing"— Scripture ;  "Talks  to  Teachers 
on  Psychology" — James. 

II.  Primary  Methods. — Methods  of  teaching  reading,  writ- 
ing, numbers  and  language  in  the  first  and  second  grades.   Ex- 
amination and  discussion  of  the  best  primary  text-books. 

III.  Drawing. 

Time :   Fourteen  weeks.    One  hour  per  week. 


442  GALESBURG    PUBLIC    SCHOOLS 

Leaves,  fruits,  and  vegetables  in  light  and  shade.  Black- 
board drawing  and  water  colors.  Drawings  pertaining  to  Na- 
ture Study  and  Special  Days. 

WINTER  TERM 

I.  "Painter's  Educational  History." 

Required  Reading:  Selections  from  "Barnes'  General  His- 
tory;" "Quick's  Educational  Reformers;"  "Life  of  Pestalozzi;" 
"Life  of  Froebel;"  "Rousseau's  Emile;"  "History  of  Peda- 
gogy"— Compayre. 

II.  Methods. — Methods  of  teaching  reading,  arithmetic  and 
language  in  the  third  and  fourth  grades. 

III.  Drawing. 

Time :   Ten  weeks.    One  hour  per  week. 

Groups  of  models  in  outline  and  in  light  and  shade.  Draw- 
ing of  objects  and  groups  of  objects  based  on  type  forms. 
Blackboard  drawing,  charcoal,  and  water  colors.  Drawings 
pertaining  to  Nature  Study  and  Special  Days. 

SPRING  TERM 

I.  "Page's  Theory  and  Practice  of  Teaching." 
Time :   Six  weeks.    One  hour  per  week. 

II.  Methods. — Methods   of   teaching   reading,    language, 
arithmetic  and  geography  in  the  grades.     Acquaintance  with 
the  text-books  used  in  the  grades  of  the  Galesburg  schools. 

III.  Miscellaneous. — Rules  and  regulations  of  the  Gales- 
burg  schools.   Reports  and  records.    Completion  of  note  books 
and  drawings  and  reports  of  general  reading. 

REQUIRED  READING 

"A  Study  of  Child  Nature"— Elizabeth  Harrison. 

"Reading,  How  to  Teach  It"— S.  L.  Arnold. 

"Life  of  Pestalozzi"— Krusi. 

"Life  of  Froebel"— Page. 

"How  to  Tell  Stories"— Sarah  C.  Bryant. 

Selections  from — 


TRAINING   SCHOOL.  443 

"Waymarks  for  Teachers"— S.  L.  Arnold. 
"The  Plan  Book" — Marion  George. 
"How  to  Enjoy  Pictures" — M.  S.  Emory. 
"Quincy  Methods" — Patridge. 
"Basis  of  Practical  Teaching" — Bryan. 
"Principles  of  Teaching" — Thorndike. 
"Thinking,  Feeling,  Doing" — Scripture. 
"Talks  to  Teachers" — James. 
"Educational  Reformers" — Quick. 
"General  History" — Barnes. 
"Emile" — Rousseau. 
"History  of  Education" — Compayre. 
"Leonard  and  Gertrude" — Pestalozzi. 
"Ethics  for  Children"— Cabot. 


INDEX. 


Adams,  Helen,  214. 
Adams,  J.  W.,  431. 
Additions  made  to  school  build- 
ings. 

to  Hitchcock  School,  114. 

to  Weston  School,  115. 

to  High  School,  116. 

to  Bateman  School,  118. 

to  Lincoln  School,  119. 

to  Douglas  School,  120. 
Ahlenius,  Bertha  O.,  406. 
Ahlenius,  R.  O.,  210,  214. 

drinking  fountains,  175. 

school  nurse,  171. 
Aldrich,  N.  K.,  114,  131. 
Allen,  Belle  W.,  99. 
Allen,  Mr.,  22. 

Allen  property  purchased,  136. 
Alumni  Association,  100,  213. 
Alumni,  complete  list  of,  287. 
American   Warming  and  Venti- 
lating Co.,  119,  120. 
Ames,  A.  A.,  134. 
Anderson,  A.  H.  &  Co.,  121. 
Anderson,  A.  P.,  108. 
Anderson,  J.  A.,  175. 
Anderson    Steam    Heating     Co., 

71. 

Andrews,  Matthew,  75,  91,  92,  96, 
97,  156. 

aopointment  of,  64. 

course    of   study   revised   by, 
82,  85. 

printed  reports  of,  90. 

resignation  of,  101. 

salary  of,  76. 

summary  of  his  period,  102. 
Annual  Reports  printed,  57,  90, 

174. 

Apparatus,  school,  167. 
Armstrong,  Anna  M.,  87. 
Arnold,  Frances,  194. 
Arnold,  Geo.  L.,  72,  77,  102,  210. 


Arnold,  Mr.,  22. 
Arnold,  Hon.  Wilfred,  213. 
Athletic  organizations,  199. 
Attendance,  irregularity  of,  92. 
Auditing  committee,  3. 
Ayres,  James  B.,  100. 
Ayres,  S.  C,  135. 

Babbitt,  Mr.,  51. 
Babcock  fire  extinguisher,  139. 
Baker,  W.  S.,  231, 
Ball,  Katherine  K.,  142. 
Bancroft,  H.  D.,  13. 
Bancroft,  H.  N.,  236. 
Baptist    Church     property    pur- 
chased, 15. 

Barnard,  Henry,  230. 
Bartlett,  F.  S.,  110,  210. 

adoption  of  text-books,  167. 
Bartlett,  Dr.  John,  214. 
Bascom,  Rev.  Flavel,  223. 
Bateman,  Newton,  111,  172,  230. 
Bateman  School,  see  6th  Ward. 

addition  to,  118. 

humidistat  placed  in,  136. 
Bates,  LeRoy  S.,  55. 
Bayliss,  Hon.  Alfred,  131,  154. 
Beadle,  J.  Grant,  125,  126,  135. 
Beard,  W.  C,  432,  438. 
Beches,  S.,  47. 
Becker,  Charlie,  163. 
Becker,  Emma  J.,  66. 
Belden,  H.  W.,  48. 
Bergland,  Alice,  154,  214. 
Berkeley,  Governor,  227. 
Berry,  J.  J.,  131,  210. 
Bible,  reading  of  the,  95,  174. 
Billings,  Eva,  100. 
Billings,  M.  D.,  17. 
Blackstone,  Harriet,  191. 
Blair,  Francis  G.,  154. 
Blodgett,  Dr.  C.  W.,  155,  161. 
Blunt,  A.  E.,  4,  28,  54. 


(445) 


446 


GALESBURG   PUBLIC   SCHOOLS 


Board  of  Education. 

changes  in,  58. 

committees  of,  2. 

defeated  at  elections,  16,  58, 
67,  69,  211. 

faithfulness  of,  209. 

first  organization  of,  1. 

harmony  in,  209. 

how      changes       should      be 
made,  209. 

injunction  applied  for,  68. 

members  of,  272. 

methods   of  business,  27,  72. 

order  of  business,  2. 

permanency  of,  209. 

place  of  meeting,  1,  176. 

relation  to  City  Council,  18. 

resolutions  of  respect,  171. 

rules  and  regulations,  253. 

second  contention  in,  66. 

time  of  meeting,  2. 

visits  other  cities,  107. 

women  as  members,  210. 
Bonds  voted,  12,  13,  62,  106,  109, 

124,  172. 
Book  Day,  93. 
Bostwick,  O.  P.,  81. 
Bradley,  Dr.  Wm.  O'R.,  169. 
Bradshaw,  Rev.  J.  W.,  155. 
Bridee,  Earle  R.,  404,  416. 
Bridge,  G.   H.,  81,  86,  150,   186, 

189,  415,  436. 
Brown,  George  P.,  156. 
Brown,  George  W.,  69,  111, 
Brown,  P.  F.,  94. 
Brown,  S.  W.,  236. 
Bryan,  E.  B.,  153. 
Buckner,  Jessie,  142. 
Budget,   The,    High   School   pa- 
per, 194. 

Building  period,  end  of  first,  69. 
Buildings  enlarged,  reasons  for, 

112. 

Bunce,  James,  223,  236. 
Bushnell,  Rev.  H.  A.,  155. 

Calkins,  Miss,  42. 
Callahan,  T.  W.,  426. 
Campbell,  A.  B.,  236,  238. 
Campbell,  Dr.  Stuart  M.,  155. 
Candee,  Dr.  I.  N.,  3,  10,  31,  51. 
Carney,  Mrs.,  4. 
Carr,  C  M.,  236. 
Centennial  Exposition,  96. 


Central  School  built,  121. 
Chaffee,  Rev.  E.  J.,  155. 
Chandler,  Robert  A.,  195. 
Chapman,  J.  P.,  13,  17,  65. 
Chappel,  Leonard,  223. 
Charity,  acts  of,  163. 
Charter,  The  School,  235,  241, 246 

advantages  of,  242,  245. 

two  jokers  in,  237. 
Churchill,  George,  11,  31,  34,  41, 
44,  48,  58,  63,  112,  218,  233, 
236,  238,  241,  265. 

characterization  of,  229. 

funeral  of,  172. 

Henry       Barnard,       Horace 
Mann,  231. 

noon  recess,  26. 

resolution  on  discipline,  24. 

school  age,  56. 

School  Charter,  235. 

supplementary  reading,  53. 

teachers'  salaries,  31. 

Union   Graded   Schools,  225- 

233. 

Churchill    School    Building,    see 
High  School  Building. 

dry  closets  installed,  132. 

entrances  inclosed,  133. 

tower  damaged  by  fire,  133. 
City  Council,  issues  bonds,  12. 

suit  against,  by  Board,  19. 
City    water,     schools     provided 

with,  94. 
Clark,  A.  B.,  68. 
Clark  and  Leach,  43. 
Clark,  Mr.,  236. 
Clarke,  K.  G.,  81. 
Classification,  method  of,  91. 
Claycomb,  Mr.,  22. 
Clerk,  salary  of,  3,  56. 
Colby,  Mrs.  R.  K.,  54. 
College  influence,  8. 
Collins,  J.  H.,  155. 
Collins,  Nellie  C,  287,  433. 
Colored  pupils. 

a  separate  school  for,  41. 

colored  teachers  for,  42. 

resolutions  on,  adopted,  44. 

schoolhouses  for,  burned,  46. 
Colton,  Chauncy  S.,  2,  223,  239, 
242. 

auditing  committee,  3. 

first   schoolhouse,  218. 

member  of  first  Board,  1. 


INDEX. 


447 


Colton,  G.  D.  &  Co.,  71. 
Cotton,  O.  J.,  194. 
Committees,  function  of,  72. 
Complaints,    by   parents,  23,  80, 

170. 

Comstock,  Joab,  21. 
Comstock,  Prof.  M.  L.,  21,  25. 
Contests,  declamatory,  192. 
Cooke,  F.  F.,  210. 

naming     Hitchcock      School, 

111. 

Cooke,  Dr.  John  W.,  154. 
Cooke,  M.  D.,  60,  64,  81,  95,  141, 
210. 

Cooke  School,  111. 

funeral  of,  172. 

German  School,  47. 

teachers'  salaries,  76. 
Cooke,  Mrs.  M.  D.,  51,  87. 
Cooke  School,  see  Fifth  Ward. 

improvements  made  on,  134. 
Course  of  Study,  35,  82,  85,  145.  - 
Cox,  S.  M.,  17. 
Crisis  of  1867,  16. 
Curtis,  Edward  H.,  54. 

Dahlberg,  John  J.,  131. 
Daugheit.y,  Curtis,  100. 
Davidson  and  Rundquist,  126. 
Davidson,  Peter  McL.,  134. 
Debating  Club,  Lincoln,  193. 
Dewhirst,  J.  M.,  432,  439. 
Dickson  System,  115,  119. 
Diploma,  form  of,  204. 
Discipline,  resolution  on,  24. 
Domestic  Science,  189. 
Donation  of  land,  offer  of,  11. 
Dougherty,  N.  C,  155. 
Douglas  School,  see  7th  Ward. 

addition  to,  120. 

improvements  made  to,  135. 
Dow  cylindrical  fire  escape,  139. 
Drake,  E.  R.,  179. 
Dramatic  Club,  195. 
Drawing,  85,  86,  141. 
Drinking  fountains,  175. 
Dry  closets,  132. 
Dunn,  Charles,  100. 

Eberhart,  John  F.,  225. 
Eduard,  Prof.  Carl,  47. 
Educational  Journals,  furnished 

by  Board,  34. 
Edwards,  Dr.  Richard,  154. 


Election  of  1867,  16. 

Elective     System,     reasons     for 
adopting,  203. 

Eliot,  Pres.  C.  W.,  61. 

Elizabethan     Literary     Society, 
193. 

Ellis,  F.  M.,  71. 

Engineer,  of  the  Heating  Plant, 
salary  of,  182. 

English  course  added,  108. 

Enrollment    of    pupils,  4,  9,  57, 
102,  268. 

Entertainments,  School,  159. 

Erickson,  Reuben  J.,  214,  328.    . 

Examinations,  importance  of,  26. 

Examining  Committee,  3. 

changed   to   Teachers'    Com- 
mittee, 76. 

Exhibition  of  school  work,  158. 
at  World's  Fair,  164. 
at  St.  Louis,  164. 

Fahnestock,  John  C.,  99. 
Farnham,  Eli,  132,  218. 
Farnham  School,  131. 
Faxon,  Charles,  235. 
Felmley,  David,  155. 
Fifth  Ward  School,  see  Cooke. 

building  erected,  20. 

lot  purchased,  21. 
Finhy,  Dr.  John  H.,  156. 
Fire  drills,  70,  139. 
Fire  escapes,  94,  138. 
Fires,  46,  69,  70,  139. 
First  National  Bank  of  Chicago, 

125. 

Fish.r,  Dr.  L.  B.,  154. 
Fiske,  John,  153. 
Flags  for  the    school  buildings, 

110,  170. 
Foote,  Dr.  Geo.  W.,  99. 

Alumni  Association,  100. 

steam  heating,  71. 

ungraded  school,  91. 
Founder  of  the  schools,  230. 
Fourth  Ward  School,  see  Wes- 
ton. 

additions  to,  71,  115. 

building  erected,  18. 

damaged  by  fire  and  rebuilt, 
70. 

lot  purchased,  17. 
Franklin,  Benjamin,  226. 
Freeman,  J.  H.,  154. 


448 


GALESBURG   PUBLIC   SCHOOLS 


Free  schools,  last  battle  for,  243. 
Frost,  J.  P.,  219. 
Fuller,  Mr.,  236. 

Gale,  Rev.  George  W.,  Ill,  222, 

230. 

Gale.  W.  Selden,  220. 
Galesburg    Free    Democrat,    23, 

221,  224,  230,  233,  234,  235, 

236,  237,  239,  240,  241. 
Gastman,  Enoch  A.,  155. 
Gaston,  Amnon,  220. 
Geistweit,  Rev.  W.  H.,  155. 
German  School,  46. 
Gettemy,    Mrs.  M.  E.,  102,   180, 

199. 

Gordon,  Mrs.  O.  C.,  213. 
Glenn,  Ida,  154,  393. 
Grade  meetings,  156. 
Grades  below  High  School,  ten, 

37. 
Grand  Rapids  School  Furniture 

Co.,  119. 

Grant,  James,  220. 
Grant,  Gen.  U.  S.,  22. 
Gross,  Mrs.,  50. 
Gross,  S.  A.,  55. 
Growth  of  High  School,  causes 

of,  201. 

Guild,  R.  B.,  242. 
appointment  of,  4. 
course  of  study,  3. 
tuition  school,  5. 
Gunnell,    Mrs.    Anna    Chappell, 

212. 
Gymnastics,  54. 

Hague,  Fannie  M.,  102. 
Haines  and  Anderson,  67. 
Haines,  R.  C.,  12. 
Half  day  sessions,  15,  169. 
Hall,  Prof.  Frank  H.,  147,  359. 
Hamill,  Prof.  S.  S.,  82. 
Hammond,  J.  W.,  117,  173,  209. 

Board  Rooms,  176. 

funeral  of,  172. 
Harrison.  Pres.  of  U.  S.,  162. 
Haxtun  Steam  Heating  Co.,  71, 

73,  114. 

Hayes,  Edward,  39,  50,  55. 
Hayes,  Henry  E.,  50. 
Hayward,  W.  J.,  213. 
Hazzard,  Lizzie,  170. 


Heating  Plant,  128,  135. 
Heating     system,     changed     to 

steam,  71. 

Henninger,  John  W.,  155. 
Henry,  M,  Bess,  198,  426. 
Herrick  and  Co.,  228. 
Hewey,  G.  M.,  435. 
High  School. 

a  preparatory  school,  38,  97. 
acts  of  benevolence,  163. 
at  one  time  unpopular,  39. 
buildings    used     by,    39,    108, 

118,  123,  131,  138. 
contests,  declamatory,  192. 
course  of  study,  40,  97,  184. 
diploma,  form  of,  204. 
domestic  science,  189. 
effect  on  colleges,  38, 
elective  system,  203. 
English  course  added,  108. 
fourth  year  added,  97,  185. 
graduating   exercises,  40,  98, 

191. 

growth  of,  96,  117,  201. 
history  of,  by  R.  L.  Piatt,  197. 
individual  instruction,  200. 
manual  training  in,  185. 
men  for  teachers,  199. 
Organizations  in. 

Athletic  association,  199. 

Dramatic  club,  195. 

Elizabethan  society,  193. 

German  club,  198. 

Lincoln  debating  club,  193. 

Musical  associations,  198. 

Shorthand  club,  Gregg,  197. 

The  Budget,  194. 
Principals  of,  39,  180. 
printing  plant,  195. 
Public     Library,    moved    by, 

177. 

public  speaking,  191. 
study  hall  plan,  201. 
three-year  course,  41,  97,  205. 
true  function  of,  184,  202. 
High  School  Building,  the  new, 

124. 

bonds  voted  for,  124. 
cost  of  building,  126,  128. 
furnishing  of,  127. 
plans  of,  125. 
selling  the  bonds,  125. 
Strong  lot  bought,  126. 


INDEX. 


449 


High      School      Building,     now 
Churchill,  10. 

bonds  voted,  12. 

cost  of,  14. 

plans  obtained,  11. 

site  purchased,  11. 
High  School  Building,  the  first, 
105. 

addition  to,  116. 

bonds  voted  for,  106. 

building  of,  107. 

burning  of,  139. 

heating     plant     changed     to 
steam,  120. 

site  obtained,  15. 
Hinchliff,  Lulu,  214. 
Hinsdale,  B.  A.,  153. 
Hitchcock,  H.  H.,  111. 
Hitchcock,  Mrs.  H.  H.,  170. 
Hitchcock  School,  see  3rd  Ward. 

addition  made  to,  114. 

system     of     ventilation      in- 
stalled, 134. 
Hoge,  Miss,  171. 
Hoisington,   S.   B.,   70. 
Holcomb,  B.  F.,  3. 
Hollister,  Dr.  H.  A.,  206. 
Holton,  Phoebe  A.,  219. 
Hood,  Dr.  John,  155. 
Hoover,  Anna,  177. 
Hoover,  E.  K.,  100. 
Horton,  Clara  O.,  87. 
Horton,  Silas,  10. 
Hospital,  Children's  Room,  162. 
Houlding,  Wm.,  68. 
Housel,  G.  R.,  140. 
Housel,  O.  C,  133. 
Huget,  Rev.  J.  P.,  155. 
Humidistat     installed,    Bateman 

School,  136. 
Hunt,  Mary  E.,  99. 
Hunt      property      (Cedar      St.) 

bought,  136. 
Hunt      property     (Losey      St.) 

purchased,  118. 
Hunt,  R.  W.,  66. 
Huntington,  A.  H.,  20,  43. 
Kurd,  Prof.  A.,  3,  55. 
Hurd,  Elisha,  219. 

Illinois    Teacher,   225,   226,   232, 

234. 

Improvements,  summary  of,  23, 
.         69,  72,  137. 


Independent     School     Districts, 
217. 

first  schoolhouse  of,  217. 

first  teacher  in,  218. 

location  of  the  schoolhouses, 
218. 

poverty  of,  220. 

record  of  deeds,  219. 
Individual  instruction,  92,  200. 
Inman,  S.  B.,  210. 
Institute,  Knox  county,  34. 
Irish,  S.  B.,  435. 

Jacobi,  A.,  100. 

Jacobi  property,  purchased,  116. 

Janitors,  salary  of,  6,  22,  182. 

repairs  made  by,  182. 
Jelliff,  F.  R.,  81,  214. 
Johnson,  A.  C.,  115. 
Johnson  Blast  System,  115. 
Johnson,  Charles  E.,  209. 

physical  training,  141. 

Playground  Association,  213. 
Johnson,  Mayor,  64. 
Johnson,  Parley  M.,  99. 
Johnston,  Winifred,  214. 
Johonnot,  James,  153. 

Kendall,  Mrs.,  240. 
Kindergarten   work,   introduced, 

87. 

Kingsberry,  Rev.  S.  A.,  236. 
Knapp,  J.  H.,  25,  236,  238,  240. 
Knostman-Peterson       Furniture 

Co.,  127. 
Knowles,  Alfred,  1. 

free  schools,  244. 

method  of  issuing  orders,  33. 

teachers'  salaries,  76. 

Lanphere,  Judge,  235,  236. 
Lawrence,  Judge  C.  B.,  19,  111. 
Leach,  Clement,  Jr.,  1,  2,  3,  64, 

243. 
Lewis  and  Kitchen,  122,  126,  130, 

131,  134. 

Lewis,  S.  R.,  136. 
Library,  first  school,  55. 

children's,  178. 

moving  of  Public,  177. 

teachers',  157. 
Lightning  rods,  18. 
Lincoln  Debating  Club,  193. 


450 


GALESBURG    PUBLIC    SCHOOLS 


Lincoln  School,  location  of,  108. 

building  erected,  110. 

addition  to,   119. 
Lind,  Johanna,  153. 
Lindquist,  Lillian,  154. 
Literary  societies,  40,  192. 
Logan,  Gen.  John  A.,  111. 
Lord,  Dr.  Livingston  C,  155. 
Losey,  Nehemiah  H.,  223. 
Lots   purchased,    11,    15,    17,   21, 
22,  66,  67,  80,  106,  109,  116, 
126,  131,  135,  136. 
Lots  sold,  80,  109,  173. 

McCall,  Ida  M.,  81,  102. 
McCall,  Mrs.  Sarah  M.,  39. 
McChesney,  Dr.  A.  B.,  236. 
McClelland,  Dr.  Thomas,  156. 
McFarland,  John,  66. 
McKinley   heating   system,    123, 

128. 

McKinley,  Pres.  of  U.  S.,  162. 
McMillen,  Z.  P.,  220. 
McMurtry,  Wm.,  223. 
Mann,  Horace,  12,  113,  231,  232. 
Manual  Training,  185-188. 

addition  to,  134. 
Marshall,  W.  A.,  210. 
Martin,  J.  M.,  86. 
Mason,  E.  T.  S.,  214. 
Mathis,  Soflena  E.,  141,  211,  397. 
Maxon,  Rev.  J.  M.,  155. 
Men,  for  grade  principals,  54. 

for     High     School     teachers, 

199. 

Mercer,  T.  M.,  110. 
Merrill,  C.  C,  209. 

Children's  Library,  178. 

music,  140. 

Methods  of  teaching,  145-152. 
Mitchell,  Bethany,  220. 
Mitchem,  Elizabeth,  42. 
Moburg,  John,  22,  171. 
Morse,  J.  M.,  48. 
Moshier,  Timothy,  220. 
Munson,  P.  O.,  135. 
Murdoch,  George  A.,  86,  87,  94, 
100,  102,  111,  210. 

flags  for  the  schools,  170. 

funeral  of,  172. 

naming  Lincoln  School,  110. 

naming  Bateman  and  Cooke 
schools,  112. 

reading  of  Bible,  95,  174. 


Music,  51,  87,  140. 

Musical  organizations,  198. 

Naming  the  schools,  110. 

Nash,  Timothy,  20. 

National   School   Furniture   Co., 

21. 

Nelson,  Marian,  154. 
Nelson,  Nels  F.,  95. 
Night  school,  48,  90. 
Noon  recess. 

a  health  measure,  26. 

length  of,  7. 

Norse,  Prof.  Stansbury,  154. 
Noteware,  James  H.,  220. 
Nurse,  school,  171. 

Olson,  Peter    T.,  114,  118,    119, 

120,  122,  130. 
Outside  steps  inclosed,  133. 

Parker,  Prof.  Isaac  A.,  3. 

Parry,  S.  J.,  102,  118,  209. 

first  trip  of  inspection,  107. 

Patch,  Myra  H.,  154. 

Patriotism,  teaching  of,  160. 

Payne,  W.  H.,  153. 

Peck,  Geo.  F.,  109. 

Peabody  School   Furniture    Co., 
131. 

Penmanship,  50,  85. 
special  teacher  of,  86. 

Peterson,  Alvin,  163. 

Peterson  and  Jamison,  71. 

Pettee,  Lucia  L.,  145. 

Pettee,  Sara,  70. 

Phillipson,  A.  C,  134. 

Physical     training,    introduction 
of,  141. 

Piatt,  Roy  Livingston,  197. 

Pick,  Dr.,  156. 

Pictures,  for    rooms    and  halls, 
159. 

Piqua  School  Furniture  Co.,  116. 

Pitcher,  O.  S.,  235,  236. 

Playground  Association,  organ- 
ization of,  213. 

Pleasants,  Judge,  68. 

Pond,  F.  H.,  219. 

Poole,  F.  R.,  50. 

Post,  Edwin,  1,  2. 

Prang  Company,  141. 


INDEX. 


451 


Price,  O.  F.f  141,  209. 

naming  Western  and  Douglas 

schools,  112. 

Prince,  Hon.  Geo.  W.,  156. 
Principals   of   High   School,  list 

of,  275. 
Printing     Plant,     High     School, 

195. 

Prison  Board  of  Industries,  127. 
Private  schools,  4,  227. 
Prizes,  given  by  Board,  98. 
Promotion  of  pupils,  method  of, 

158. 

resolution  on,  79. 
Public    indifference    to    schools, 

224. 
Public    Library,    Board    Rooms 

in,  176. 
books  moved  by  High  School 

pupils,  177. 
Children's  Reading  Room  in, 

178. 
Public  speaking,  department  of, 

191. 
Pupils,  rules  for,  34,  260. 

sometimes  expelled,  25. 
Purington,  W.  S.,  131,  209. 

Buigley,  Joseph,  135. 
uincy  Show  Case  Works,  127. 

Raab,  Henry,  154. 

Randall,  G.  P.,  11. 

Raymond,  Geo.  S.,  241. 

Read,  Mrs.  Henry  W.,  156,  190, 

210,  214. 

naming  Churchill  School,  112. 
school  nurse,  171. 
Ream,  J.  A.,  119. 
Reed,  Albert,  12. 
Reie-le,  Mabel  C,  424. 
Republican-Register,   70,   73,  86, 

90. 
editorial   on    shool   elections, 

78. 
Resolutions      of      respect,      by 

Board,  171. 
Rhodes,  Mrs.  Clara  G.,  190,  418, 

440. 

Rice,  Dr.  Delia  M.,  156. 
Richardson,  Wm.,  130. 
Roberts,  A.  C.,  429. 
Roberts,  J.  B.,  25,  28,  41,  44,  48, 

63,  64,  70,  233. 


annual  reports  of,  57. 

resignation  of,  58. 

resolution  of  appreciation,  60. 

salary  of,  29. 

summary  of  his  work,  60. 
Root,  Riley,  236. 
Ross,  J.  W.,  107,  110. 
Ross,  Mathilda  H.,  81,  88. 
Rugar,  Mrs.  Mary  E.,  21. 
Rules  and  Regulations,  253. 

for  Board  of  Education,  255. 

of  Board  of  Health,  264. 

for  janitors,  263. 

for  superintendent,  256. 

for  teachers,  257. 
Ruttan  Heating  and  Ventilating 

Co.,  66,  108,  110. 
Ryan,  Dr.  L.  R.,  156. 
Ryan,  Robert,  214. 

Sage,  R.  P.,  1,  2,  3. 
Salaries. 

clerk,  3,  56. 

engineer,  182. 

janitors,  6,  22,  182. 

principals  of  High  School,  39, 
77,  180. 

superintendents,  4,  29,  76,  179. 

teachers,  4,  30,  76,  180. 

treasurers,  3,  56. 
Sanborn,  David,  1,  2,  3,  12. 
Sanborn,  Wm.  D.,  22. 
Sanderson,  Henry  R.,  17,  29. 
Sanitary  buildings,  183. 
Scharf,  G.  H.  Co.,  135. 
School  age,  changed,  56. 
School  day,  length  of,  29,  57. 
School  elections,  3,  16,  58,  69,  78. 
211. 

a  mistaken  notion  of,  210. 
School  grounds,  beautifying,  22, 

95,  174. 
Schoolhouses  burned. 

Colored,  46. 

Seventh  Ward,  69. 

Fourth  Ward,  70. 

High  School,  139. 
Schoolhouses,  need  of,  9. 

first  schoolhouse  built,  10. 

buildings  rented,  6,  15,  138. 
School  laws  of  1825-55,  221. 
School  section,  222. 

amount  realized  from,  223. 


452 


GALESBURG   PUBLIC  SCHOOLS 


School  year,  length  of,  6,  32. 

fiscal  year  changed,  96. 
Schryver,  Anna,  100. 
Seider,  D.  W.,  236. 
Semi-centennial  celebration,  211. 
Seventh      Ward      School,      see 
Douglas. 

lot  purchased,  67. 

building  erected,  68. 

damaged  by  fire,  139. 
Seymour,  Mme.,  54. 
Shorthand  Club,  Gregg,  197. 
Shrimpton,  Rev.  Mr.,  81. 
Shumway,  George,  127,  170. 
Simonds,  W.  E.,  179. 
Sisson,  Anna  M.,  172. 
Sisson,  F.  H.,  179. 
Sisson,  Fred  W.,  99. 
Sixth   Ward    School,    see    Bate- 
man. 

lot  purchased,  66. 

injunction  against,  68. 

building  erected,  69. 
Skinner,  Dr.,  235. 
Slater,  John  B.,  140,  172. 
Smead  Heating  and  Ventilating 

Co.,  114,  115,  132. 
Smelser,  Isaiah,  223. 
Smith,  Judge  A.  A.,  20,  68. 
Smith,  J.  W.,  18. 
Smith,  Minnie  L.,  425. 
Smith,  Nettie,  240. 
Smith,  William  Hawley,  131. 
Smoke  consumer,  135. 
Soper  Foundry  Co.,  118. 
Special  tax  authorized,  20. 
Speed,  James,  156. 
Spence,  Dr.  W.  Hamilton,  154. 
Stableton,  J.  B.,  155. 
Standish,  Dr.  J.  V.  N.,  22,  25,  28, 
41,  81,  156,  226. 

amendment     to    Charter,  56, 
229. 

furniture  for  High  School,  13. 

ornamenting  grounds,  22. 

penmanship,  50. 

Statistics,    tables,    for     1910-11, 
267-271. 

number  of  employes,  267. 

number  enrolled,  by  schools, 
268. 

daily     attendance,     etc.,     by 
schools,  268. 


number       withdrawn,       with 
cause,  269. 

number    promoted     in     each 
grade,  269. 

time  in  grade,  270. 

number       beginning        First 
Grade,  by  terms,  270. 

number  of  colored  pupils,  by 
grades,  271. 

number  of  books  taken  from 

Children's  Library,  271. 
Steele,  W.  L.,  190,  208,  217. 

appointment  of,  179. 

printed  reports  of,  174. 

salary  of,  179. 

summary  of  his  period,  214. 
Steele,  Mrs.  W.  L.,  172. 
Sterling    School    Furniture    Co., 

66,  67,  69. 
Stevens,  Ira  R.,  65. 
Stevens,  T.  D.,  100. 
Stilson,  Earle  W.,  186. 
Stilson,  Lottie,  100. 
Stone,  Cora  F.,  422,  427. 
Stone,  Harriet,  179. 
Stone,  L.  T.,  78,  89,  95,  102,  114, 
116,  121,  210. 

an  appreciation  of,  265. 

Children's  Room,  179. 

kindergarten  work,  88. 

naming  Central  School,  122. 

naming  Farnham  School,  132. 

promotion  of  pupils,  79. 

teachers'  salaries,  77. 
Stringham,  C.  P.,  48. 
Stromgren,  Gust  A.,  172,  183. 
Stromsted,  Frank  G.,  140,  172. 
Strong,  J.  Glaze,  141,  390. 
Strong,  M.  Evelyn,  156,  172. 

funeral  of,  172. 

kindergarten  work,  88. 

member  of   Board,   first   wo- 
man, 210. 

Strong  lot  purchased,  126. 
Study  Hall  Plan,  201. 
Sturtevant,  Dr.  J.  M.,  155. 
Substitutes,  92. 
Suit  against  City  Council,  19. 
Sullivan,  May  T.,  99. 
Summary,  of  Second  Period,  60. 

of  Third  Period,  102. 

of  Fourth  Period,  214. 


II^DEX. 


453 


Superintendent  of  Schools. 

evolution  of  the  title,  28. 

powers  of,  28,  256. 
Superintendents  of  Schools,  list 

of,  275. 
Supplementary  reading. 

resolution  on,  53. 

appropriations  for,  146. 
Swanson,  Nels,  22. 
Sweeney,  M.  E.,  130. 
Switzer,  C.  E.,  210. 
Switzer,  Robert,  214. 

Talent,  Patrick,  55. 

Tate,  J.  C,  120. 

Taylor,  F.  Lilian,  87,  88,  144. 

Taylor,  Dr.  M.  K.,  235,  236. 

Tax  levies,  6,  20,  61,  103,  216. 

Tax  limit,  increased,  56,  246. 

Teachers, 

complete  list  of,  274. 

examination  of,  73,  75. 

first  corps  of,  7. 

grade  meetings  of,  156. 

meetings  of,  30,  33,  80,  152. 

men  for,  in  High  School,  199. 

pay  when  absent,  29. 

salaries  of,  4,  30,  76,  180. 

schedule  of  salaries,  181. 

when  paid,  33. 
Telephones  installed,  94. 
Telford,  C.  S.,  121,  135. 
Temperature  Regulation. 

Johnson  Automatic,  116,  118. 
Terry,  Willis,  Jr.,  214. 
Text-Books,  adopted,  88,  165. 
Thain,  Dr.  A.  R.,  155. 
Thanksgiving  offering,   162. 
Third  Ward  School,  see  Hitch- 
cock. 

site  purchased,  22. 

building  erected,  65. 
Thompson,  Mrs.  G.  W.,  154,  179, 
196,  209. 

department       of       Domestic 

Science,  189. 

Thompson,  L.  N.,  115,  209. 
Thomson,  Frank  D.,  140,  199. 

High  School  fire,  140. 

music  in  High  School,  198. 

salary  of,  180. 

tribute  to,  201. 
Thomson,  Presson,  198. 


Three-Year  Course,  reasons  for, 

205. 

Toler,  Mrs.  J.  C.,  213. 
Township    fund,    income    from, 

224. 

Training    School    for    teachers, 
142. 

course  of  study  for,  441. 
Treasurer,  paid  salary,  3,  56. 

bond  of,  3. 
Tree  planting,  22. 
Truant  officer,  170. 
Tryner,  Edith,  154. 
Tryon,  Mrs.  Geo.  A.,  228,  239. 
Tuition,  175. 
Tuition  schools,  5. 
Tunnicliff,  J.  C.,  209. 
Two  dismissals,  92. 

Ungraded  schools,  47,  90. 
Union  Graded  Schools,  adopted, 

233. 

first  closing  exercises  of,  240. 
last  year  of,  242. 
organized  and  opened,  238. 
subjects  taught  in,  239. 
U.  S.  School  Furniture  Co.,  114, 
116,  118. 

Vacations,  7. 

Vaccination,  78,  169. 

Van  Brunt,  Charles  R.,  190,  210. 

Van  Pelt,  Dr.  S.,  156. 

Vincent,  Dr.  C.  A.,  154. 

Wagoner,  S.  A.,  196. 
Walbaum,  A.,  20. 
Ward,  Flora  A.,  99. 
Ward,  Geo.  H.,  1,  2,  12. 
Ward  Principals,  men  for,  54. 
Wertman,  L.  F.,  136,  210. 

High  School  bonds,  125. 
West,    Mary    Allen,  41,    70,  95, 

218. 

Weston,  J.  P.,  111. 
Weston  School,  see  4th  Ward. 

addition  to,  115. 

more  ground  bought,  136. 
Wheelock,  Dorcas,  55. 
White,  Emerson  E.,  153. 
Whitney,  R.  C,  236. 
Wilbur,  J.  M.,  72. 
Willard,  Silas,  228,  232. 
Willard,  Mrs.  Silas,  11,  106. 


454 


GALESBURG   PUBLIC   SCHOOLS 


Willcox,  E.  S.,  225,  226. 
Williams,  C.  A.,  42. 
Williams,  May  T.,  88. 
Willis,  A.  W.,  180. 
Willoughby,  Fred  A.,  27. 

colored  pupils,  44. 

gymnastic  apparatus,  54. 

test  case,  in  the  courts,  76. 
Wilson,  Lyman  P.,  Esq.,  213. 


Wolf,  Wm.,  115,    118,  119,    120, 

121,  133,  134. 

Women  as  Board  members,  210. 
Woods,  N.  C.,  108,  141,  210. 

manual  training  room,  186. 
Woolsey,  W.  M.,  131. 
Worthington,  Richard,  43. 
Wright  brothers,  195. 
Wright,  Simeon,  226. 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  SO  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


MAY  17  IMS 


LD  21-100m-7,'40 (6936s) 


YC  03225 


M10S038 


THE  UNIVERSITY  OF  CALIFORNIA  UBRARY 


